Mokinių požiūris į technologinį ugdymą ir technologinį raštingumą
| Author |
|---|
Ramanauskaitė, Alicija |
Stankevičienė, Nida |
| Date | Volume | Start Page | End Page |
|---|---|---|---|
2002 | 59 | 50 | 54 |
Technologinis ugdymas ir technologinis raštingumas užsienio autorių yra nagrinėtas (Huning, 1998, Foster, 1998, Boser, Palmer ir Daugherty, 1998, Hatch, Jonės, Kozak, 1991 ir kt.). Minėtų autorių tyrimai atlikti formalaus technologinio ugdymo patirties sąlygomis, t.y. esant reglamentuotam technologijos, kaip dalyko, dėstymui bendrojo lavinimo mokyklose. Lietuvoje formalus technologinis ugdymas tik pradedamas įgyvendinti.
Quality of postmodern knowledge and information community/society is influenced by new technologies in all areas and spheres of our life. It is important to point out, that countries, where there are not any natural resources, strive for development of modem technologies and creation/establishment of society with high standards of technology: these countries want to maintain economical power and to survive in the context of global competition. This technological revolution creates new identity of a person and society. In such society new quality of literacy became apparent, which includes not only traditional understanding reading, writing and mathematics skills, but broader comprehension of literacy. It revelates necessity and significance of the technological education. In Lithuania there is just a starting process of formal technological education and it is important to a research of that situation. It was unsuccessful to find research work, where that aspect of technological education is analysed. The aim of this article - to investigate primary view of pupils to technological education and technological literacy in the context of technological education process beginning.