Technological literacy reconsidered: a model for enactment

This paper presents a model to describe technological literacy as enacted by indiviudals in the course of shaping their lives and the world around them. The model has two interrelated facets—the potential for and enactment of technological literacy—where enactment and potential mutually constitute each other. This potential is made up of knowledge of a particular situation, personal engagement with a situation, and social engagement in the world. Enactment requires a particular set of competencies in action, which together helps shape the situation: recognizing needs; articulating problems; contributing towards the technological process; and analysing consequences. The implications of this model for technological literacy in the context of the individual and society, and the role of technology education in developing technological literacy, are discussed.     

Factors Affecting Learning in Technology in the Early Years at School

The nature of progression in technology is still a matter of debate in technology education. While there is a growing research-based literature exploring the elements of technological literacy that might be appropriate measures of progression, little has been written about the factors that may influence both group and individual development of technological literacy. This article reports the findings of a longitudinal ethnographic study of the progression in technological literacy of 20 children during their first 3 years at school. It focuses on the factors that affected their learning in technology, and identifies a number of personal and systemic factors that affected progression in technological literacy. The implications of these findings for teaching, and for further research are then explored.     

Utilization of business technologies: Managing relationship-based benefits for buying and supplying firms

There is increasing evidence to suggest that organizations often fail to fully capitalize on the purchased business technologies due to their failure to utilize the new procurement throughout their corporate system. To this end, this study sets out to identify the factors that play a tangible role in facilitating the utilization of procured business technologies. In this context, we not only examine the direct effects of technology and organizational culture on utilization, but also assess the moderating effects of user environments and supplier service orientation on these direct relationships. More importantly, we focus on the impact of utilization in creating the relationship-based benefits for both the technology user and supplier. Using data on purchase and use of customer relationship management (CRM) system, we empirically validate that the user firm's corporate culture, perceived technology attributes, environmental turbulence, and the supplying firm's service orientation are critical in increasing the utilization level of business technologies, which in turn helps to create/sustain relationship-based advantages for both parties.     

Enhancing Technological Practice: An Assessment Framework for Technology Education in New Zealand

The stated aim of technology education in New Zealand is to develop students' level of technological literacy. This paper introduces the Technology Assessment Framework (TAF) as an organisational tool for the development and delivery of technology programmes that focus on increasing students' technological literacy through the enhancement of their technological practice across technological areas and contexts. The TAF was developed and refined in 1999 and 2000 as part of a two year New Zealand Ministry of Education funded research project, and integrated within a national professional development programme in 2000 designed for preservice and inservice teacher educators in New Zealand.This paper backgrounds the sociocultural theoretical position of the TAF and explains how it reflects and furthers the aim of technology education in New Zealand. The TAF is then presented and explained with the aid of illustrative examples from classroom practice.     

Technological sovereignty of the EU in advanced 5G mobile communications: An empirical approach

Two key issues within the debate around ‘technological sovereignty’ in the European Union are (i) access by countries and firms to enabling and emerging technologies and (ii) how strategic dependencies can be managed in order to preserve competitive positions in global value chains. In this paper, we present and discuss a multidimensional synthetic metric – the Technological Sovereignty Index (TSI) – to provide a global measure that captures the degree of exposure to specific technologies by a country (or group of countries) as well as the vulnerabilities that may be present. The paper validates the TSI by examining the EU's position (until 2021) within the global value chain of advanced 5G mobile communications, focusing on the hardware and component segments. Our findings reveal a weak degree of technological sovereignty due to (i) the shortage of specialized human capital in the EU and (ii) outsourcing trends in the relevant segments; however, untapped capabilities may exist that could partially offset strategic shortcomings.     

Technology learning 1: Towards a curriculum for children who are technologists

Technology education holds the promise of curriculum recognition, at last, of an authentic view of a long-neglected aspect of humans' intellectual heritage. Unfortunately, this vision is in danger of being lost because of unclear and simplistic views of the nature of technology. In this paper, we set out our contention that curriculum debate has been reduced to a struggle between academic-rationalist and technical-utilitarian positions. We present samples from our research which recognises young children's technological prowess and which, by implication, supports our case for including at least two other significant curriculum perspectives — an intellectual processes perspective and a social expression perspective. Reflecting the spirit of technological endeavour, we conclude by stressing the importance of continuing the dialogue presented here, between curriculum perspectives on the one hand and the work of children as technologists on the other.     

Unravelling the food literacy puzzle: Evidence from Italy

Food literacy – i.e. the ability to collect, understand, process, and use relevant information to navigate the food system – is a key concept inspiring food policies across the World. While scholars agree in discussing the interplay between individual food literacy skills and the health, social, environmental, political, cultural, and economic aspects of food consumption, evidence on the extent and consequences of limited food literacy is scattered. This paper tries to shed light on this issue, proposing a measurement approach to assess the food literacy skills of a representative sample of the Italian population. The research findings suggest that problematic food literacy is prevailing: elderly, people with low education, and those suffering from financial deprivation are more likely to show limited food literacy. Inadequate food literacy concurs in producing impaired health status. Integrated policy interventions are needed to improve individual food literacy skills and to support the establishment of a just and sustainable food system.     

Technological innovation in agricultural co-operatives in China: Implications for agro-food innovation policies

Technological innovation has become a major source of farmer co-operatives’ competitive advantage, however empirical research on co-operatives innovation in a developing country context is rare. We adopt an ethnographic case study method collecting data from 32 co-operatives managers of four exemplar co-operative cases and agricultural experts in China and collected much archival data. In addition, a Delphi study was conducted to collect data on the innovation performance. Based on the distinctive characteristics of co-operatives, we found that first knowledge spillovers and technology acquisition modes are two constructs which best capture the dynamic of technological innovation in co-operatives and develop a typology based on them. Second, grassroots and social innovation in a Chinese co-operative context have their own characters and indeed a hybrid of capitalism (e.g., agribusiness) and New Rural Re-structuring principles (i.e., similar to ICA ones). Third and finally, we provide detailed agro-food policy implications for each of the four types of co-op innovation. The results of the research may be learned by co-ops and policy makers in other developing economies who face similar challenges as in China.     

Problem-solving in technology education as an approach to education for sustainable development

This paper explores the issue of how students might learn about sustainability in technology––education classrooms and the relevance of problem-solving in that learning. One of the emerging issues in technology education research is the nature of problem-solving specified in curriculum documents and the kinds of learning activities undertaken by students in technology education classrooms. In parallel with our developing understanding of the characteristics of good technology education programs is the inclusion in recent curriculum documents of the concept of sustainability or sustainable development. However, as yet there is little information about how technology students think about sustainability and how they might best learn about it. This is of particular interest because in technology education, sustainability is often described in curriculum documents as an issue that is intended to be integrated within design projects and activities, rather than being the topic of a classroom lesson as might happen in a subject such as environmental studies. This paper explores current understanding of the issue generally and within technology education. It concludes that the design, problem-solving approach that is common to technology education classrooms provides many affordances to students engaging meaningfully with ideas of sustainability and of developing strong understandings of its scope and significance.     

Technology neutrality: Exploring the interaction between International Mobile Telecommunication and national spectrum management policies

This paper reviews ITU-R actions with respect to IMT standardisation, and explores how these actions affect national spectrum management decisions such as those related to technology neutrality. Our analysis, which is based on 52 interviews, demonstrates that the IMT standardisation activities do not explicitly influence the decision of the regulator on the adoption of technology neutrality. They do, however, contain a range of positive (encouraging) and negative (discouraging) perspectives that shape the regulator's views on technology neutrality are two contrasting views on whether there is mutual influence between the IMT definitions within the ITU-R, and 3G and 4G market definitions.Nationally IMT standardisation has largely no influence on the discrimination between mobile technology generations (e.g., 3G, 4G etc.). The IMT spectrum identification has positive influences on selecting technologies from the IMT family.     

The dynamic implications of increasing returns: Technological change and path dependent inefficiency

This paper addresses the issue of path-dependent selection and inefficiency, counterfactual methods and the empirical evidence employed in this research trajectory. The general message is basically that the theoretical argument to prove path-dependent inefficiency is relatively straightforward, while empirical demonstrations, as well as the analysis of welfare implications are much more difficult. In the first section, we briefly state the basic argument explaining how localized learning leads to an incomplete exploration of the variety distribution of a technology. We then synthesize the most interesting historical studies, which get potential regret results, and ask whether these results suggest a large welfare loss. To try to answer this question, we start from the critical arguments of Liebowitz and Margolis to discuss the theoretical and empirical difficulties of establishing path-dependent inefficiency.     

Internet diffusion and regime type: Temporal patterns in technology adoption

It is often assumed that the Internet would threaten the survival of authoritarian regimes. Accordingly, most country-comparative studies have identified a democracy advantage in Internet diffusion. This paper revisits these technology-centric assumptions by conceptualizing the adoption of the Internet as a dynamic phenomenon with multiple phases that unfold differently depending on the political system. It is argued theoretically, that initially, the Internet diffuses faster in democracies because of inherent innovation advantages. However, authoritarian regimes adopt the Internet at comparable rates when the economic benefits of the technology outweigh the democratization risks. Yearly cross-sectional regressions for the years 1996–2013 show that the relationship between regime type and Internet diffusion varies temporally as authoritarian regimes have caught up considerably. Since 2013, there are no significant differences between democracies and authoritarian regimes anymore and monarchies even outperform democracies.     

Technological capability, social capital and the launch strategy for innovative products

The Launch strategy for innovative products is a crucial strategic typology adopted by many high tech firms, and which has been identified in prior research focusing on new product introduction to the market. However, the nexus between launch strategies and firm resources has gained little research attention. This article therefore aims to investigate the influence of technological capability and social capital, two key resources for innovation in high tech firms, on the adoption of a launch strategy for innovative products. Furthermore, prior research has revealed that market characteristics play a moderating role on the relationship between firm resources and company strategies; thus, this study also examines the moderating effect of market characteristics. This study takes Taiwan's integrated circuit design firms as the analytical sample. Based on a sample of ninety companies, two interesting findings have been found. First, both technological capability and social capital are associated positively with the launch strategy for innovative products. Second, while the market growth rates increase, the positive relationship between technological capability and the launch strategy for innovative products becomes weaker.     

The Value of a Utilitarian Curriculum: The Case of Technological Education

The position taken in this paper is that narrow conceptions of human development and the purposes of schooling have tended to displace rather than situate subjects like technology in the curriculum. Arguments which support this position, however, are only possible when the paradigm through which schooling is operationalized, is inverted. Viewing classic school subjects as abstractions which perpetuate narrow conceptions of pedagogy is a contentious position to take. But taking it and understanding how a utilitarian curriculum spawns real human development and learning gives a whole new perspective to curriculum theory and practice.     

A Synergy Between the Technological Process and a Methodology for Web Design: Implications for Technological Problem Solving and Design

Traditional instructional methodology in the Information System Design (ISD) environment lacks explicit strategies for promoting the cognitive skills of prospective system designers. This contributes to the fragmented knowledge and low motivational and creative involvement of learners in system design tasks. In addition, present ISD methodologies, including web design methodologies, do not focus sufficiently on technological problem solving and design. Engagement in system design tasks demands critical thinking [Shelly, Cashman & Rosenblatt, 2001, Systems Analysis and Design, 4th edn. Course Technology, Boston] and abstraction skills [Harris, 1999, Systems Analysis and Design for the Small Enterprise, The Dryden Press, Harcourt Brace College Publishers, Fort Worth]. The aim of this paper is to explain a synergy between the technological process and web design methodology and its influence on the development of the cognitive skills of learners in the ISD context. In this research, the Team Structure Software Process (TSSP) methodology was integrated with the stages of the technological process. An interface approach between Information Systems and Technology Education was adopted during the implementation of an Instructional Web Design Program (IWDP), which served as a framework for building a software product. This research was based on a qualitative, action-research approach where individual interviews, focus group interviews, observation and document sources were used to gather data. Seventeen students at an institution of higher education were observed and their experiences were investigated through a focus group interview, journals and an essay. In addition, an interview with the teacher was conducted to investigate her thoughts and feelings during the implementation of the IWDP. During the implementation of the IWDP, multi-method learning was promoted, enlarging learners' insight into the design process and a climate for enhancing intellectual processes and skills created [Jakovljevic, 2002, An Instructional Model for Teaching Complex Thinking through Web Page Design, DEd thesis, Rand Afrikaan University, Johannesburg] This revised version was published online in July 2006 with corrections to the Cover Date.     

Teachers learning about technology and technology education: Insights from a professional development experience

The introduction of technology education in primary and secondary schools during the past 10–15 years around the world has presented a number of difficulties for teachers, primarily related to their coming to understand the phenomenon of technology and to conceptualise the technology learning area in line with national frameworks. This paper reports on a professional development experience that aimed to assist a small group of primary school teachers to develop their understandings of technology and technology education. A theoretical model framed a series of professional development interactions between the researchers and the experienced teachers who were new to teaching technology. Data sources included teacher interviews, video recordings of the activities, teacher made models, and extracts from their reflective journals. The study presented some insights into how professional development experiences for teachers new to technology could be organised and implemented to best support their developing technology practices and understandings.     

Technological capabilities and firm performance: The case of small manufacturing firms in Japan

The purpose of this study is to investigate the relationship between technological capabilities and firm performance. We divide technological capabilities into two types—refinement capability, which involves the improvement of the existing asset portfolio, and reconfiguration capability, which involves the restructuring of the asset portfolio through the integration of new assets. The results of an analysis of a sample of 302 small and medium-sized manufacturing firms in Japan suggest that refinement capability relates more positively to operational efficiency than does reconfiguration capability, and that reconfiguration capability relates more positively to strategic performance than does refinement capability. The results also suggest that firms with superior refinement capability tend to possess superior reconfiguration capability. Our findings show that both external and internal factors, such as technological volatility, inter-firm collaboration, and firm age and size, are significantly associated with the level of refinement and reconfiguration capabilities possessed by a firm.

Union use of social media: a study of the University and College Union on Twitter

The importance of the Internet to trade unionism has not gone unnoticed by academics, and while many have perceived the need for unions to engage in social media, there has not been any study of how unions use social media. This paper provides a systematic examination of union social media use in terms of method, scope and content. The University and College Union (UCU) Twitter account was used as a case study. Tweets (n = 1,615) were collected over a four‐month period (January 1–April 30, 2014) from the official UCU account with followers (n = 12,301) also categorised to determine who is listening. Findings are discussed with reference to earlier debates on union use of the Internet. We find that while UCU has moved with technological developments by using Twitter, the content of the union's messages remain in line with traditional union communication, and the engagement opportunities of social media are underutilised.     

Researching cognition and technology: how we learn across the lifespan

This article addresses how we learn technology across the lifespan. After outlining findings of research into how children, adolescents, teens and adults learn technology, we address theoretical shifts from sociocultural to technocultural theories of cognition and reorientations from mediated to cyborgenic learning. The balance of the article describes effective methods for researching cognition and technology. In the process of outlining key findings from research, we emphasize the links among methods and theories employed, data produced and conclusions drawn. Our goal is to sketch a lifelong learning context for undertaking studies of cognition and technology, and to provide a methodological and theoretical analysis for researchers venturing into this dynamic and volatile field. In summary, we provide a far-ranging agenda for researching cognition and technology.