Heywood, J. (2020, June), Whither Engineering and Technological Literacy? Cui Bono 2  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35509

\bibitem{asee_peer_35509}
  Heywood, J. (2020, June), \emph{Whither Engineering and Technological Literacy? Cui Bono 2}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35509

John Heywood.  "Whither Engineering and Technological Literacy? Cui Bono 2".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://strategy.asee.org/35509 Internet.  08 Jun, 2024

\bibitem{asee_peer_35509}
  John Heywood.
  "Whither Engineering and Technological Literacy? Cui Bono 2".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://strategy.asee.org/35509 Internet.  08 Jun, 2024

@INPROCEEDINGS{asee_peer_35509
author = "John Heywood"
title = "Whither Engineering and Technological Literacy? Cui Bono 2"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/35509}
number = {10.18260/1-2--35509}
}

TY  - CPAPER
AB  - 
Abstract
At the 2018 Business meeting of the Technological and Engineering Literacy Division of the American Society for Engineering Education it was agreed that the author would continue to prepare a whitepaper on the future of the Division. As part of his study for the whitepaper the author responded [1] to nine comments in the Division’s fourth handbook [2] on a previously published paper by him on “Why technological literacy and for whom? [3]
The principal axiom drawn from this analysis was that “the general aims or purposes of programs in engineering and technological literacy are far from clear, and in so far as they are declared or implicit, are a function of the audience to whom the course or program is directed”.
In order to better understand the problem a comparative study with an innovative development in compulsory liberal studies for Diploma in Technology students in the UK has been made as they are roughly analogous. It confirms that any attempt to develop technological literacy as a discipline would require a philosophical base. Without that base technological literacy can only continue to act as an umbrella that allows for content and method to be developed for the different audiences to be served. In this respect TELPhE has significantly failed to consider the needs of the general public. It is evident that within the public there are different audiences with diverse needs, as for example, parents, journalists and teachers. A major problem that has not been investigated is the mathematical skill required by different groups. 
At the same time TELPhE has sponsored a number of innovations. Recent work suggests that an alternative curriculum may better meet the needs of a general higher education that is responsive to the changes in society being wrought by technology. Since the models that have been developed require different higher education structures TELPhE might consider initiating a substantive inquiry that answers the question - “What structures of higher education do we need to help us live in a technologically dominated society?


AU  - John Heywood
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Whither Engineering and Technological Literacy? Cui Bono 2
UR  - https://strategy.asee.org/35509
DO  - 10.18260/1-2--35509
ER  -