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Technological literacy (Technology Literacy) is the ability to use, manage, understand, and assess technology. [1] Technological literacy is related to digital literacy in that when an individual is proficient in using computers and other digital devices to access the Internet, digital literacy gives them the ability to use the Internet to discover, review, evaluate, create, and use ...
The current model of digital literacy explores six skills listed below. [20] Photo-visual literacy skills can be put into practice by analyzing the visual elements of the images and billboards, understand the context in which they are presented, evaluate their credibility and reliability, and make decisions based on this information.
The skills and competencies considered "21st century skills" share common themes, based on the premise that effective learning, or deeper learning, requires a set of student educational outcomes that include acquisition of robust core academic content, higher-order thinking skills, and learning dispositions.
A full list can be found at Wikipedia:WikiProject Stub sorting/List of stubs. More than one stub template may be used, if necessary, though no more than four should be used on any article. Place a stub template at the very end of the article, after the "External links" section, any navigation templates, and the category tags. As usual ...
The ICT strand allows students to learn writing computer programs, digital illustration, and website design/development. [9] Students also take up technical drafting, animation, and Java programming, which are expected to equip students with the skills necessary to succeed in the creative technological field.
Technology education is an offshoot of the Industrial Arts tradition in the United States and the Craft teaching or vocational education in other countries. [4] In 1980, through what was called the "Futuring Project", the name of "industrial arts education" was changed to be "technology education" in New York State; the goal of this movement was to increase students' technological literacy. [6]
The arrival of the personal computer, with the Altair 8800 in 1975, changed the field of software in general, with specific implications for educational software. Whereas users prior to 1975 were dependent upon university or government owned mainframe computers with timesharing, users after this shift could create and use software for computers in homes and schools, computers available for ...
Students learning technological skills before Grade 3 can become equivalently bilingual. It has been said that "Language-minority students who cannot read and write proficiently in English cannot participate fully in American schools, workplaces, or society. They face limited job opportunities and earning power."