Date of Award:
Master of Science (MS)
David E. Hailey
U.S. and global citizens will increasingly be called upon to navigate complex social issues surrounding information and communication technologies (ICTs). At the start of the 21st century, humanities educators are uniquely positioned to impact the ways technology literacy is taught and learned in secondary and post-secondary educational settings. Cultural, social, and textual criticism are increasingly embedded in the evolving theories surrounding technology literacy. To build the new kinds of technocultural humanism required, however, humanities educators must continue to fight against fragmented, "atheoretical" technology literacy practices that while not ill-intentioned, do not fit the methodologies needed to produce the best results. Humanities educators must 1) inoculate themselves against the "E Literacy Myth" positing that Gen-Y / Millennial students are inherently "tech savvy"; 2) be willing to provide key perspectives and conversations that have been largely absent from technology discussions; 3) avoid focusing research on narrow textual perspectives, but also investigate the vast range of practical and social implications of technology's use conditions; and 4) explore new classroom techniques that can produce immediate technology literacy gains even if programmatic changes are not forthcoming.
Watts, Steven Richard, ""iDilemmas" and Humanities Education: Redefining Technology Literacy Pedagogy and Practice" (2013). All Graduate Theses and Dissertations. 1728.
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