AFFECTIVE DIMENSION OF TECHNOLOGICAL LITERACY
University of J. E. Purkyne in Usti nad Labem (CZECH REPUBLIC)
About this paper:
Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain
Abstract:The paper is focused on technological literacy of primary school pupils. The technological literacy is commonly defined as the ability to use, manage, assess and understand technology and it is usually divided into three main components – knowledge, critical thinking and decision-making and capabilities. All of these parts are indisputably important but don’t include any affective components as attitudes, values, and emotions of pupils towards the technology. Is it possible to exclude affective dimension from technological literacy? The carried out surveys imply that not. The present research was divided into two phases. The aim of the first one was by the means of a questionnaire to find the pupils with a strong and vice versa weak overt relationship to the technology. The questionnaire was mainly focused on leisure, hobbies, and wishes of respondents. The aim of the second phase was to find main areas in which the emotions towards technology are are stronger. The answers were gained by means of qualitative research design. The series of interviews was conducted with six primary school pupils chosen in the first phase. The interviews were analyzed – encoded and the results are presented in a standard way. The results show the existence of clear pupils’ affective relationships to technology. There was also identified distinct code categorization into three categories – the affect toward technology object and environment, the affect toward technology action and the affect toward technology knowledges. The conclusion of the article is the proposal for quantitative research containing research questions.
Keywords: Technological literacy, STEM, affective domain, qualitative research, grounded theory.