The need to ensure that people are technologically literate has
become an issue of major significance with an ever increasingly
technological world. In order to more clearly understand the
various dimensions of technological literacy, this book looks at
secondary-school pupils conceptions of technology and the nature of
their interactions with technological artefacts. The book takes a
qualitative methodological approach to understanding and describing
these experiences. Of key importance is that the empirical data
were collected from the perspective of the pupils themselves, an
important requirement of the methodological framework adopted.
There have been many studies around pupils and technology, but
nearly all are based on a priori categories constructed by experts,
rather than being constituted from the pupils perspective. As such,
this book contributes towards filling a gap in the literature and
should be useful to anyone concerned about the current levels of
technological literacy in society and who is looking for a
framework that can help them to make an impact on improving the
levels of technological literacy of young people.
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