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It frames the discussion around curriculum change and uncertainty in England and Wales, especially for primary schooling. Core issues are converted into guiding questions about what “literacy” means when applied to doing technology, how “technicity” differs from “technology”, and how instruction should balance learning about technology versus learning through designing.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/designing-technology-an-exploration-of-the-relationship-between-technological-literacy-and-design-capability/599783/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/designing-technology-an-exploration-of-the-relationship-between-technological-literacy-and-design-capability/599783.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the article in technology education?","Question",{"text":112,"@type":113},"It aims to contribute to the debate on what technology education is, particularly by testing whether “technological literacy” and “design capability” are helpful concepts during curriculum change.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article redefine “literacy” in the context of technology?",{"text":117,"@type":113},"It argues that extending “literacy” beyond reading and writing requires understanding and communicating abstract, culturally determined symbolism, raising the question of what is “read” and communicated when doing technology.",{"name":119,"@type":110,"acceptedAnswer":120},"What balance does the article suggest between teaching approaches?",{"text":121,"@type":113},"It asks what balance should exist between teaching “about technology” (analogous to reading) and teaching “through” designing technology (analogous to writing), and what effects this balance has on curriculum development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599783,1792170865,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Designing Technology: An exploration of the relationship between technological literacy and design capability  \nDr Gill Hope, Canterbury Christ Church University, England  \nRESEARCH  \nAbstract  \nThe aim of this article is to contribute to the debate on the nature of technology education. This is especially pertinent at times of curriculum change and uncertainty, such as currently exist in relation to the Primary school curriculum in England and Wales. Two phrases (‘technological literacy’and ‘design capability’) have been used by previous theorists and curriculum writers to encapsulate core understandings of what our subject is about. Are these helpful in the present context? Or do we need to move into a new way of seeing, more fitted, perhaps, to the world order of the 21st century?  \nThe following issues are converted into ‘core questions’within this article:  \n• The words ‘literacy’ and ‘being literate’ are usually interpreted as the ability to read and write. Widening the application of these terms to other fields (such as technology) implies understanding and communication of abstract but culturally determined symbolism (analogous to interpreting graphemes, phonemes and soon) . If the term ‘literacy’ is applied to the processes of‘doing technology’; what is being ‘read’ and what is being communicated?  \n• The distinction between ‘technicity’and ‘technology’.‘Technicity’ is taken to mean the ability to carry out a range of actions that result in a product whereas‘technology’ implies a higher level of functioning, including an understanding of systems, with implications for learning technology and for developing design capability.  \n• What balance should exist between teaching ‘about technology’ (which might be analogous to ‘reading’) or‘through’ designing technology (which might be analogous to ‘writing’) as a personal or creative endeavour? Examples within the text are taken from the Primary phase of education, although application to Secondary and Tertiary phases may be extrapolated.  \nKey words  \ntechnological literacy, design capability  \nIntroduction  \nThe role of technology in shaping the human destiny, past and future, has become increasingly apparent in recent decades, as archaeologists continue to unearth evidence of our deep past and environmentalists model worrying futures. Educating the young about technology seems, therefore, to be ever more urgent, rather than to be abandoned; it is intricately entwined in who we were, who we are and who we might become.  \nStarting from a consideration of the role of technology within the development of humanity and our relationship with the world of objects ofour own creation, this article attempts to examine the role of technology within human culture, focussing on the the use of the phrase‘technological literacy’ to ascertain whether, linked to design capability, this might be usefully employed within the debate concerning the aims and direction of the technology curriculum within Primary education.  \nThe term ‘literacy’ traditionally referred to the dual processes of reading and writing. The extension of the term to cover other systematic symbolic forms of communication (mathematical literacy, graphical literacy) is relatively recent. Employing the term ‘technological literacy’ might seem away forward; the word ‘literacy’ might provide higher status to activities, with strong appeal to researchers, theorists and practitioners (Todd (1991); Waetjen (1993)) . However, no phrase should be adopted for its persuasive value alone, especially if it appears at first sight to have real potential.  \nThe reading and writing of text involves the recognition, decoding and creation of a culturally agreed symbolic system of recording language, itself a symbolic system. Thus, to apply the term ‘literacy’ to technological activity requires a systems view of technology that might be seen as parallel to the systems view of language. Gineste (2012), for instance, makes a quite specific link ","cbCaiolgQSsbiyCn","https://ap.wps.com/l/cbCaiolgQSsbiyCn","pdf",39883,"English","# Abstract\n# Key questions\n## Literacy beyond reading and writing\n## Technicity vs. technology\n## Teaching about vs. through designing\n# Technology systems and technological literacy","[{\"question\":\"What is the purpose of the article in technology education?\",\"answer\":\"It aims to contribute to the debate on what technology education is, particularly by testing whether “technological literacy” and “design capability” are helpful concepts during curriculum change.\"},{\"question\":\"How does the article redefine “literacy” in the context of technology?\",\"answer\":\"It argues that extending “literacy” beyond reading and writing requires understanding and communicating abstract, culturally determined symbolism, raising the question of what is “read” and communicated when doing technology.\"},{\"question\":\"What balance does the article suggest between teaching approaches?\",\"answer\":\"It asks what balance should exist between teaching “about technology” (analogous to reading) and teaching “through” designing technology (analogous to writing), and what effects this balance has on curriculum development.\"}]","Designing Technology - An exploration of the relationship between technological literacy and design capability | PDF",1792089435]