caa a22 4500 445844663 CHVBK 20180317145355.0 cr unu---uuuuu 170323e20110501xx s 000 0 eng 10.1007/s10798-010-9113-9 doi (NATIONALLICENCE)springer-10.1007/s10798-010-9113-9 Moore David College of Education, Ohio University, 250 McCracken Hall, Athens, OH, USA aut Technology literacy: the extension of cognition [Elektronische Daten] [David Moore] Technology literacy is a construct that is increasingly referred to as an essential twenty-first century skill. However, too often, it is ambiguous as to what constitutes technology literacy. This paper posits that technology literacy has three distinct levels, including, (1) identify technologies relevant to a task, (2) understanding how to use the technology and how to navigate its interface, and (3) understanding the inner-working or structure of the technology. This paper describes why one or more of these three ways of knowing technology are involved in almost every learning task. In other words, the paper argues that technology literacy should not be thought of as a isolated set of skills, but as an essential strategy for most learning objectives. Springer Science+Business Media B.V., 2010 Technology nationallicence Literacy nationallicence Design nationallicence Structure nationallicence Information nationallicence International Journal of Technology and Design Education Springer Netherlands 21/2(2011-05-01), 185-193 0957-7572 21:2<185 2011 21 10798 https://doi.org/10.1007/s10798-010-9113-9 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10798-010-9113-9 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Moore David College of Education, Ohio University, 250 McCracken Hall, Athens, OH, USA aut NATIONALLICENCE 773 0- International Journal of Technology and Design Education Springer Netherlands 21/2(2011-05-01), 185-193 0957-7572 21:2<185 2011 21 10798 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer