STANDARD FOR TECHNOLOGICAL LITERACY IN JAPANESE

EDUCATION PROCESS RESUME

Annisa Lestari Putri (1401247)

Arini Siti Ramdani (140)

Tias Subiasti (140)

Technology consists of all the modifications humans have made in the natural environment
for their own purposes; including inventions, innovations, and changes intended to meet
our wants and needs, to live longer, more productive lives. (Dugger, 2001)

Technological literacy is the ability to use, manage, assess, and understand technology. A
literate person will be able to absorb an information about technology and evaluate the
information intelligently, put that information in context and form an opinion based on the
information.

The benefits of technological literacy are numerous. For students who want to be engineer,
they will already understand the basic of such things as the design process, and they will
have a big picture of the field they are entering, allowing them to put the specialized
knowledge they learn later into a broader context. Even for students who are not willing to
be engineer, technology literacy will be useful, because it is such an important force in our
economy, anyone can benefit by being familiar with it. For individual generally, technology
literacy helps consumers better assess products and make more intelligent buying decision.
For societal, technological literacy should also help citizen make better decision. New
technologies will open up possibilities for humankind that have never existed before.

Standards of technology content represents a recommendation from educators, engineers,

scientists, mathematicians, and parents about what skills and knowledge are needed in order
to become technology literate. Technology content standard does not prescribe and
assessment process for determining how well students are meeting the standards, although
it provides criteria for such an assessment. Assessment practices deal with how well
students learn the content in technological content standards.

The benchmark is to provide the fundamental content elements for the broadly stated
standards.

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To strengthen our data, we interviewed one of our friend who is Japanese, her name is
Namie Hattori. She lives in Miyako City, Iwate Province in Japan. We asked her several
question through LINE. The questions are related to the application of technology in
Japanese education system and how they understand technological literacy from the applied
system. She said that she rarely used any technological device (such as laptop, or any other
gadget) in her classroom activity unless it was the subject that related with IT, because she
studied in a public school and the location is in the sub-urban. But she said that in her
school, she studied one subject called “the information” that teach the students about the
manner in using internet to reduce the number of cyber-crime in the society and so they can
use internet wisely. When we asked her about how is the condition of technological literacy
in Japan, she said that they still have problem of technological literacy in elder people and
low-economy class society, while in education field the students got good education about
how to be a technology literate.
REFERENCE

Dugger, W.E., Jr. “Standards for Technological Literacy.” ​Phi Delta Kappan 8​ 2, no. 7
(March 2001): 513-517

Wonacott, Michael E., “Technological Literacy.” ​Clearinghouse on Adult, Career, and

Vocational Education​, no. 233 (January 2001)