Technological literacy

Technological (technology) literacy refers to the ability to effectively use, manage, and critically evaluate technology in a way that supports individual goals, communication, and creates information. It involves not only knowing how and when to use specific technologies, but also understanding their capabilities, limitations, and the impacts they have on individuals, communities, and the environment. A technologically literate individual demonstrates practical skills in operating and troubleshooting devices, engages in critical thinking about technical issues, and applies technology to solve problems, retrieve and create information, and enhance learning.

Technological literacy is related to digital literacy in that when an individual is proficient in using computers and other digital devices (the “technological” in technological literacy) to access the Internet, digital literacy gives them the ability to use the Internet to discover, review, evaluate, create, and use information via various digital platforms, such as web browsers, databases, online journals, magazines, newspapers, blogs, and social media sites. Other related concepts include computer literacy and internet literacy.

Technology literacy encompasses several key elements:

UNESCO (United Nations Educational, Scientific and Cultural Organization) strives to promote technology literacy among students worldwide by ensuring that educators incorporate technology into every aspect of their teaching. The more students are familiar not only with learning about technology but also with learning with technology, the more they will be prepared to use technology to improve their lives.

In 2011, UNESCO first published the ICT Competency Framework for Teachers (ICT ICF). IT focused on Technology Literacy in the classroom. It was updated in 2018 to reflect the evolving competencies in Information and Communications Technology (ICT). The framework has been used worldwide to develop ICT in education policy, teacher standards, assessment criteria, curriculum design and courseware development.

The updated publication demonstrated how the Technology Literacy module was implemented in an “ICT in Education curriculum” for a bachelor's degree at a university in the Latin America and Caribbean Region, as well as an associate degree offered by local teacher training colleges. Technology Literacy was the focus of the associate degree and the first two years of the bachelor's degree in Education. Some of the skills and knowledge taught in the program included how to operate computer hardware, learn the terminologies and functions of hardware components and peripherals (e.g., laptops, printers, storage), and how to troubleshoot if a computer is not working. These all contribute to overcoming the apprehension or fear of using technology. Another focus was word processing, which included information about how a word processor operates, how it differs from a typewriter, how to use word processor software on computers, how to format documents, and how to check grammar and spelling. In 2016, UNESCO detailed how teachers can demonstrate Technology Literacy in their classrooms when providing ICT education. For example:

On May 9, 2019, the UNESCO Cairo Office launched a technology literacy project to teach basic literacy skills, life skills, and legal empowerment to 150-200 illiterate women aged of 15 - 35 residing in the Giza Governate.

In October 2023, version 3.0 of the ICT Competency Framework for teachers was developed to support both pre-service and in-service teacher education by providing guidance on integrating digital technologies across all educational levels, from K-12 to tertiary education, in both formal and informal settings. The framework was adapted to align with national and institutional goals, serving as a foundation for developing education policies, curricula and teacher training programs in the digital age.