Abstract
Current educational reform proposals recognize the importance of understanding technology and have identified certain technological abilities as goals for all students. Important examples are the Benchmarks for Science Literacy of Project 2061 of the American Association for the Advancement of Science (AAAS, 1993) and the Standards for Technological Literacy of the International Technology Education Association (ITEA, 2000) . In the international arena the United Nations Educational, Scientific and Cultural Organization (UNESCO) has also recognized the urgency of technology literacy throughout its Innovations in Science and Technology Education series.
© 2000 Fernando Cajas, published by Virginia Tech
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