Technological literacy

Technological (technology) literacy refers to the ability to effectively use, manage, and critically evaluate technology^[1] in a way that supports individual goals, communication, and creates information. It involves not only knowing how and when to use specific technologies, but also understanding their capabilities, limitations, and the impacts they have on individuals, communities, and the environment^[2][3]. A technologically literate individual demonstrates practical skills in operating and troubleshooting devices, engages in critical thinking about technical issues, and applies technology to solve problems, retrieve and create information, and enhance learning^[4].

Technological literacy is related to digital literacy in that when an individual is proficient in using computers and other digital devices (the “technological” in technological literacy) to access the Internet, digital literacy gives them the ability to use the Internet to discover, review, evaluate, create, and use information via various digital platforms, such as web browsers, databases, online journals, magazines, newspapers, blogs, and social media sites. Other related concepts include computer literacy and internet literacy.

Elements of Technology Literacy

Technology literacy encompasses several key elements:

1. Information literacy: the ability to efficiently locate, critically access, and effectively utilize relevant information^[5] .
2. Digital scholarship: the active engagement of users in academic activities through digital media, where digital content serves as a source of reference, particularly in research and task execution^[6] .
3. Learning skills: the capacity to learn how to use diverse technologies, especially multifunctional features, in both formal and informal learning environments^[7].
4. Information and Communication Technology (ICT) literacy: the skill required to adopt, adept, and utilize digital devices and ICT-based tools, including both applications and online services^[8]

UNESCO and technology literacy

UNESCO (United Nations Educational, Scientific and Cultural Organization) strives to promote technology literacy among students worldwide by ensuring that educators incorporate technology into every aspect of their teaching. The more students are familiar not only with learning about technology but also with learning with technology, the more they will be prepared to use technology to improve their lives.

Brief outline of UNESCO efforts

In 2011, UNESCO first published the ICT Competency Framework for Teachers (ICT ICF). IT focused on Technology Literacy in the classroom^[9]. It was updated in 2018 to reflect the evolving competencies in Information and Communications Technology (ICT). The framework has been used worldwide to develop ICT in education policy, teacher standards, assessment criteria, curriculum design and courseware development.

Pilot success

The updated publication demonstrated how the Technology Literacy module was implemented in an “ICT in Education curriculum” for a bachelor's degree at a university in the Latin America and Caribbean Region, as well as an associate degree offered by local teacher training colleges. Technology Literacy was the focus of the associate degree and the first two years of the bachelor's degree in Education. Some of the skills and knowledge taught in the program included how to operate computer hardware, learn the terminologies and functions of hardware components and peripherals (e.g., laptops, printers, storage), and how to troubleshoot if a computer is not working. These all contribute to overcoming the apprehension or fear of using technology. Another focus was word processing, which included information about how a word processor operates, how it differs from a typewriter, how to use word processor software on computers, how to format documents, and how to check grammar and spelling.^[10] In 2016, UNESCO detailed how teachers can demonstrate Technology Literacy in their classrooms when providing ICT education. For example:

• Describe and demonstrate the basic tasks and uses of word processors, such as text entry, editing text, formatting text and printing.
• Describe and demonstrate the purpose and basic features of presentation software and other digital resources.
• Describe the purpose and basic function of graphic software and the use of a graphic software package to create a simple graphic display.
• Describe the Internet and the World Wide Web, elaborate on their uses, and describe how a browser works and use a URL to access a website, and use a search engine.
• Create an email account and use it for a sustained series of email correspondence, use common communication and collaboration technologies, such as email, text messaging, video conferencing, and web-based collaboration and social environments.
• Use networked record-keeping software to take attendance, submit grades, and maintain student records.
• Locate off-the-shelf packages, tutorials, drill and practice software and Web resources for their accuracy and alignment with Curriculum Standards and match them to the needs of specific students.^[11]

International adoption and version updates

On May 9, 2019, the UNESCO Cairo Office launched a technology literacy project to teach basic literacy skills, life skills, and legal empowerment to 150-200 illiterate women aged of 15 - 35 residing in the Giza Governate.^[12]

In October 2023, version 3.0 of the ICT Competency Framework for teachers was developed to support both pre-service and in-service teacher education by providing guidance on integrating digital technologies across all educational levels, from K-12 to tertiary education, in both formal and informal settings^[13]. The framework was adapted to align with national and institutional goals, serving as a foundation for developing education policies, curricula and teacher training programs in the digital age^[14].

UNESCO’s ICT Competency Framework for Teachers outlines 18 core competencies and 64 specific objectives, providing guidelines for educators in areas such as understanding national ICT education policies, integrating ICT into curriculum and pedagogy, utilizing technology for assessment, administration, and pursuing continuous professional development^[14].

ISTE and Technology Literacy

The International Society for Technology in Education (ISTE) developed the ISTE Standards for Students in 2016, identifying seven core competencies for K-12 students to effectively and responsibly use technology for learning and communication^[15] (Harper & Kemper, 2021). They include:

1. Empower Learner - Students take ownership of their learning by using technology to set goals, track progress, and demonstrate achievement, drawing on principles of learning science^[15].
2. Digital Citizen - Students understand the ethical, legal, and social responsibilities of engaging in a connected digital world and behave accordingly^[16].
3. Knowledge constructor - Students use digital tools to gather, evaluate, and organize information, create original content/work and gain meaningful learning experiences^[16].
4. Innovative Designer - Students apply technology through design-thinking to identify problems and create imaginative and functional solutions^[16].
5. Computational Thinker - Students approach problem-solving by using computational methods and data-driven strategies to develop and test solutions^[16].
6. Creative Communicator - Students express themselves effectively through various digital media, adapting style and format to suit different audiences and purposes^[16].
7. Glocal Collaborator - Students connect with peers and experts worldwide using digital tools to expand their learning through collaboration and teamwork^[16].

Technologically Literate citizens

A technologically literate individual understands what technology is, how it functions, and how it both influences and is influenced by society (International Technology and Engineering Educators Association, n.d.). Technologically literate individuals are equipped to apply creative and practical skills to solve real-world problems; they are not intimidated by or overly dependent on technology. Technological literacy encompasses more than basic computer knowledge. It includes a comprehensive understanding of the nature and impact of various technological systems^[17].

The Standards for Technological Literacy (STL)

The International Technology and Engineering Educators Association (ITEA) advocates for integrating technological literacy as a core element of general education. Through its Technology for All Americans Project (TfAAP), supported by the National Science Foundation and NASA, ITEA developed several key frameworks to guide this effort. The Standards for Technological Literacy (STL) outline 20 core standards that detail the knowledge and abilities students should acquire to be considered technologically literate. These were supplemented by Advancing Excellence in Technological Literacy (AETL), which offers guidance on assessment, teacher development, and educational programming^[17]. The Standards for Technological Literacy: the subject matter is divided into 20 standards grouped into five core categories:

• The Nature of Technology explores the fundamental characteristics, scope, and core concepts of technology, as well as its connections to other fields^[17].
• Technology and Society examines how technology affects cultural, social, economic, and political systems, its impact on the environment, and the role of society in its development^[17].
• Design focuses on the design process, including engineering design and problem-solving strategies such as troubleshooting, innovation, and experimentation^[17].
• Abilities for a Technological world emphasize applying the design process, maintaining technological systems, and evaluating their effects^[17].
• The Designed world introduces students to major technological domains, including medical, agricultural, energy, communication, transportation, manufacturing and construction technologies^[17].

Sources

 This article incorporates text from a free content work. Licensed under CC BY-SA 3.0 IGO (license statement/permission). Text taken from UNESCO ICT Competency Framework for Teachers, Version 3​, 53-55, UNESCO, UNESCO. UNESCO Digital Library.

 This article incorporates text from a free content work. Licensed under CC BY-SA 3.0 IGO (license statement/permission). Text taken from Diverse approaches to developing and implementing competency-based ICT training for teachers: a case study​, 132, UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific, UNESCO. UNESCO Digital Library.