Achieving technology literacy helps students function in the world they live in. Not only is technology necessary in education and work arenas, it also helps students learn to become better decision-makers. On can argue that the Baumgartner and Kalz typology does a good job in relating learning to teaching to technology. Just for accuracy’s sake: Jacob Bigelow was an academic physician by background, who taught at Harvard in the medical school and also was the first Rumford Professor of the Application of Science to the Useful Arts.
Transhumanists generally believe that the point of technology is to overcome barriers, and that what we commonly refer to as the human condition is just another barrier to be surpassed. So the use of technology in the classroom prepares students for tomorrow’s technical working conditions. This is a relatively recent development, which started around the middle of the nineteenth century, and is responsible for great differences between modern technology and traditional, craft-like techniques. Scholarly work on technology entrepreneurship has not contributed substantially to other fields such as economics, entrepreneurship, or management.
We often do not know the probability that something might go wrong, and sometimes we even do not know, or at least not fully, what might go wrong and what possible negative consequences may be. To deal with this, some authors have proposed to conceive of the introduction of new technology in society as a social experiment and have urged to think about the conditions under which such experiments are morally acceptable (Martin and Schinzinger 2005, Van de Poel 2009b).
According to Niiniluoto, the theoretical framework of technology as the practice that is concerned with what the world should be like rather than is, the framework that forms the counterpoint to the descriptive framework of science, is design science.
The need for each technology development project may be derived from a specification of the end state to be achieved and a technology assessment to determine whether additional development is required. This can help create concrete connections between what learners’ learn about technology in the classroom and how they use it outside of the classroom.