Perceptions of Technological Literacy among Science, Technology, Engineering, and Mathematics Leaders

This descriptive research study characterized and compared the perceptions of technological literacy among 13 leaders of professional organizations representing science, engineering and mathematics communities. The evidence suggests that these STEM leaders conceptualize it in subtly different ways and place priority upon different dimensions. The science informants tend to value the knowledge and abilities that enable them to conduct inquiry, solve problems, evaluate, and make wise decisions about technology within a larger social context. The engineering informants value the knowledge and abilities that enable them to apply engineering design in a human-synthesized world. The mathematics informants value technological knowledge and skill that enables them to understand and use technology to do and teach mathematics, as well as to make more informed decisions about personal and societal problems.