More on technological literacy and constructivism

As I read the article this week "If I Teach This Way Am I Doing My Job?" by Sprague and Dede I was struck by both the narrow definition of technological literacy which seems to be employed by educational technologists as well as the idealistic view of the constructivist classroom. My first concern about the narrow definition of technology and technological literacy comes up early in the article and is something that the field of technology education has been fighting almost since its inception, that is the belief that technology is mostly about computers, gadgets and electronics. This is certainly not the case.

The Oxford English Dictionary describes technology as being practical or industrial arts and science. Technology is more than "a tool to help students solve problems" it is a veritable force in the world. Clearly technology includes much more than computers and electronics extending to topics such as machinery, transportation, power & energy, hydraulics, biotech, structures, etc. These as well as many other topics which would fall under the banner of technology are encountered on a daily basis and yet understood by comparatively few people. This could be described as technological illiteracy in that is a world increasingly shaped by technology. Therefore the goal of technological literacy should be more than students being able to solve problems using technology, it should include understanding technology as well as solving problems about technology.

I am also somewhat concerned about the idealistic view of the constructivist classroom presented in the two vignettes later in the article. Unfortunately, I feel that the restrictions of teaching in the real world would prevent the idealistic constructivist classroom from working as described in the article. In the real world teachers can have classes where large numbers of students are entirely disinterested in learning, where class size is continually increasing, where standards and curriculum dictate what material must be covered and the length of time it must be covered in and where budgets and efficiency determine what changes can be made. In this hostile environment it is difficult, if not impossible to implement a truly constructivist teaching strategy. Though I agree that constructing ones own knowledge is perhaps the best way to learn it requires the topic to be interesting and engaging to the learner and a lot of freedom for them to explore. Although it may be the best it is not at all efficient. I learn much of the material that I am known to be well versed in (especially my expertise in science and technology) in a constructivist manner seeking out sources on my own and finding connections between topics. While I may end up with a superior understanding compared to someone who has been traditionally taught they probably learned what they do know in a considerably shorter amount of time. When we are constrained by time and efficiency concerns or a predetermined curriculum constructivist learning becomes less successful.