The Complexities of Measuring Technological Literacy

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Author(s): Marcie J. Bober (San Diego State University, USA)
Copyright: 2006
Pages: 17
Source title: Handbook of Research on Literacy in Technology at the K-12 Level
Source Author(s)/Editor(s): Leo Tan Wee Hin (National Institute of Education, Singapore)and R. Subramaniam (National Institute of Education, Singapore)
DOI: 10.4018/978-1-59140-494-1.ch012

Keywords: Education / Educational Technologies / Information Science Reference / Technologies in K-12 Education

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Abstract

Evaluating the impact of technology infusion is fraught with challenges. In this chapter, the author argues that the variance in evaluation rigor and quality about which so many complain depicts definitional confusion about technological literacy—the central premise underlying nearly all technology initiatives. She offers strategies for improving how we operationalize technological literacy as a construct—in part by drawing on the best of the many standards systems proffered by well-respected professional associations and educational agencies. She closes the discussion with a brief examination of other evaluative complications that exacerbate measurement/assessment—to wit, the criticality of engaging stakeholders; timely evaluator selection; and robust, up-front evaluation design and planning,

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