Technology Knowledge

Defining Technology Knowledge

The process of defining what is meant by technology knowledge is somewhat challenging, given the many perspectives and stakeholder groups that have an interest in its definition. Differing terms have been used to define one’s technology knowledge, with a common synonym [Page 751]being technology literacy. As the International Technology Education Association has noted, the term technology originates from the Greek word techne for art, artifice, or craft; technology literally refers to an act of making or crafting, but it more generally refers to a diverse collection of processes and knowledge used to extend human abilities and satisfy human needs and desires.

Definitions of technology knowledge tend to focus on different dimensions of this construct. Don Ihde describes three such dimensions: (1) knowing about how technology functions, (2) knowing the theoretical principles that underlie a given functionality of technology, and (3) and knowledge through technology, or praxis knowledge.

The National Research Council (NRC) generated a seminal report in 1999 defining three aspects of technology knowledge: fundamental concepts, contemporary skills, and intellectual capabilities. Fundamental concepts relate to one’s understanding and application of general technological operations. For example, one may have conceptual knowledge of how an operating system works (no matter the platform) or how a network functions. Contemporary skills reflect specific knowledge for a given technology, such as an individual software program or a proprietary network design. While fundamental concepts remain consistent over time, contemporary skills are constantly changing with each new technological innovation. The final component of technology knowledge, intellectual capabilities, represents the ability to apply information technology in a variety of complex situations and to understand the consequences of using a particular technology.

Perhaps the most challenging aspect of technology knowledge is to develop intellectual capabilities that exemplify higher order life skills. Such skills include problem solving, managing ambiguity, collaboration, communication across stakeholders, and anticipation of change. Other technology stakeholder groups also emphasize the importance of one’s ability to use technology to solve problems. The NRC contends that while it is possible to maintain knowledge in each of these individual facets of technology knowledge, fluency with information technology (FITness) is only established when one has developed capacity across all three components.

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