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Reading: Academic Preparedness as a Predictor of Achievement in an Engineering Design Challenge

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Academic Preparedness as a Predictor of Achievement in an Engineering Design Challenge

Authors:

Nathan Mentzer ,

Purdue University, US
About Nathan
An Assistant Professor in the College of Technology at Purdue University.
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Kurt Becker

Utah State University, US
About Kurt
A Professor and the Department Head of Engineering and Technology Education at Utah State University.
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Abstract

Three influential works have been recognized by the field of technology education as having established a foundation for defining technological literacy: Standards for Technological Literacy (STL), Technically Speaking, and Tech Tally. A unifying theme emerging from these publications is that technologically literate people are able to function in our modern technological society (Gamire & Pearson, 2006; International Technology Education Association [ITEA], 2000; Pearson & Young, 2002). More specifically, technologically literate people must be knowledgeable, capable, critical thinkers, and decisions makers. The STL, published by ITEA, established a formal definition of technological literacy: “Technological literacy is the ability to use, manage, assess, and understand technology” (ITEA, 2000, p. 9). The uniform message is strong— people need to be technologically literate in order to be active, functioning members of our modern society.
How to Cite: Mentzer, N., & Becker, K. (2010). Academic Preparedness as a Predictor of Achievement in an Engineering Design Challenge. Journal of Technology Education, 22(1), 22–42. DOI: http://doi.org/10.21061/jte.v22i1.a.2
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Published on 22 Sep 2010.
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