Get documents about "9062 ITEA Gallup Poll 04
Shared by: vht20013
Categories
Tags
gallup poll, principal leadership, gallup organization, market insight, insight interview, insight and action, gallup inc, gallup international, professional development, gallup research, gallup & robinson, leadership standards, pdf search, international technology education association, technological literacy
-
Stats
- views:
- 18
- posted:
- 8/30/2010
- language:
- English
- pages:
- 12
Document Sample
The Second Installment of the ITEA/Gallup Poll and What
It Reveals as to How Americans Think About Technology
A Report of the Second Survey Conducted by the
Gallup Organization for the International
Technology Education Association
Lowell C. Rose • There is near total consensus in the manage, assess, and understand” is,
public sampled that schools should of course, tied to attitude and interest,
Alec M. Gallup include the study of technology in and these matters have been
the curriculum. addressed in both surveys.
William E. Dugger, Jr., DTE
Technology, as viewed by experts in Finally, ITEA believes that techno-
Kendall N. Starkweather, DTE the fields of technology, engineering, logical literacy is, as are so many
and science, has been with us since things that we do, dependent on what
the beginning of time. These experts we know and the skills, interest, and
view technology as “anything people expertise we develop. Since schools
The first poll in what has become a
ITEA/GALLUP POLL
do to modify the natural world to meet are the places where young people
two-part series was commissioned by
human needs.” By that definition, the develop the initial databases that they
the International Technology Education
earliest inhabitants of this planet, in will build on through life, the impor-
Association (ITEA) in the spring of
whatever means they used to carve tance the public places on developing
2001 with the intent of finding out
out caves, create tools from stones, or technological literacy in the schools
how Americans viewed technological
gather wood for fires, were using becomes the key to promoting that
literacy. Funding for this second
technology. To many, however, the literacy. These surveys address that
survey was provided by the National
word technology has a newer topic at length.
Science Foundation (NSF) and the
meaning tied more to the modern
National Aeronautics and Space
apparatus, machines, and gadgets This is a good point to insert a caution
Administration (NASA). Although it
people have developed. The first poll that needs to accompany every
was not anticipated at the time, the
was designed to explore the public’s survey that is taken and reported.
opportunity has been provided just
view of technology, what it is, and its Surveys are not about fact; they are,
three years later to revisit this
continuing impact on society. instead, about what people think. A
question in a manner designed to
survey is about public reactions, what
either validate or bring into question
The International Technology Edu- the public thinks, and what it is
the findings in that first survey and to
cation Association (ITEA), given its prepared to support and not support. It
build on and extend what those
focus on education, has a keen is also a snapshot taken in time.
findings told us.
interest, not only in exploring Opinions can and do change as events
technology, what it is, what it does, take place and new ideas and under-
With that in mind, it is important to
and its impact, but also in the ability standings come forth. With that in
cite and acknowledge the three major
people have to design and innovate. mind, those planning this second
conclusions reached in 2001. They
That interest extends to how prepared survey chose to repeat several
were:
people feel they are to interact with questions from the initial survey to
• The American public is virtually
technology and the role they see for establish whether those responses
unanimous in regarding the
themselves in decisions regarding the have continued validity.
development of technological
use of technology in our everyday
literacy as an important goal for
lives. For the purposes of these two Complete reporting of the repeat
people at all levels.
surveys, technological literacy is questions is integrated into the report.
• Many Americans view technology
defined as “one’s ability to use, Suffice it to say, at this point, that the
narrowly as mostly being
manage, assess, and understand public’s view on the matters dealt
computers and the Internet.
technology.” The ability to “use, with in 2001 have changed little.
INTERNATIONAL TECHNOLOGY EDUCATION ASSOCIATION • September 2004 1
• Approximately three-fourths of The Importance Assigned to
those questioned in 2001 Table 1.
When you hear the word Being Knowledgeable about
expressed the belief that having
people develop the ability to “technology,” what first comes Technology
understand and use technology to mind? A number of questions in the current
was important. That number survey delved into the importance
remains the same. % Mentioned people place on developing and having
• Two-thirds of the respondents to List of Mentions 2004 2001 a knowledge of technology. This is, of
the earlier survey indicated that the Computers 68 67 course, what the idea of technological
first thing that came to mind when Electronics 5 4 literacy is all about. The findings are
they heard the word “technology” clear in that, regardless of the
was computers. Two-thirds say Advancement 2 — perspective from which the question
that in the current poll. Internet 2 1 is asked, the responses reflect the
• And, percentages that fall in the Education 1 2 view that being able to understand,
90th percentile in both polls New Inventions 1 2 assess, and manage technology are
expressed a preference for reacting Science 1 1 highly valued attributes.
to shortages in technology experts • When queried directly about the
by taking steps to train them in Television 1 —
importance of being able to
our own schools. That preference Future 1 — understand and use technology,
remains in the same percentile Space 1 1 people are nearly unanimous in
range. Job/work 1 1 assigning importance to these
Cell phones 1 — factors.
The findings just cited validate and • The importance that is assigned to
support the decision to use responses Health 1 —
this type of technological literacy is
from both surveys to build a more reflected in the large numbers that
ITEA/GALLUP POLL
comprehensive picture of public Given that so many people associate say that it is important to know
attitudes and views. With that point technology with computers, while how the various technologies work.
made, let’s turn to the survey results those in the field use a broader • And, when the question is
and what they tell us. definition, it is reasonable to question translated into being able to
the context in which people are perform daily tasks related to
responding when they react to technology, people reflect a strong
The Public’s Concept of
questions that use the word “tech- desire to be able to do so.
Technology nology” without defining it. This is
Following the release of the first mentioned at this point so that the The preceding findings are based on
survey in 2001, there was much reader can keep it in mind as the rest responses to three questions from the
discussion of the fact that the public, of the data are reported. That said, the survey. The questions and responses
while surrounded on all sides by authors of this report have come to are reported in Tables 2, 3, and 4. The
examples of technology at work, believe that the definitional problem is survey started with a repeat question
associates the word “technology” of little significance. Given the from 2001, asking the respondents
most closely with computers. This growing daily exposure to computers,
survey repeated the earlier open- it is little surprise that this is what
ended question, and the results people think of first when the word is
indicate the situation has not changed. mentioned. That does not mean that Table 2.
The data in Table 1 indicate that 68% they are incapable of, and do not Just your opinion, how important is
think first of computers when the embrace the broader definition of it for people at all levels to develop
word “technology” is mentioned. The technology. The responses to the some ability to understand and use
percentage in 2001 was 67%, and the questions and the importance the technology? Would you say it is:
highest percentage reached for any public assigns to technological literacy
% Selecting
other of the mentions is 5%. Com- would, in fact, suggest that that is the
Importance 2004 2001
puters have no rival in the public’s case. With this in mind, let’s move to
mind as emblematic of “technology.” those responses. Very important 74 76
Somewhat important 24 23
Not very important — 1
Not at all important 1 —
Don’t know/refused 1 —
2 September 2004 • INTERNATIONAL TECHNOLOGY EDUCATION ASSOCIATION
Clearly most people want to be able to
Table 3. fix things around the house, make
How important is it to you to know how various technologies work? Is it very decisions about the continued useful-
important, somewhat important, not very important, or not important at all? ness of products, and even seek out
Total 18-29 Age 50 the answers to technological
Group Year Olds and Older problems. Among the choices offered,
Importance % % % they show the least interest in
Very important 38 52 32 knowing how a paper stapler works.
Somewhat important 48 43 48 To know exactly why this was the
Not very important 11 5 15 case, one would have to know the
Not at all important 3 — 5 type of stapler the respondent was
envisioning. A large production-type
Don’t know/refused — — — stapling machine would have little
relevance, while the typical household
stapler requires little understanding.
how important they feel it is to The percentages seeing this as
This item, in retrospect, lacked clarity.
develop the ability to understand and important are not as high as the
use technology. When the top two question dealing with the more
responses are combined, 98% of the detached question relating to the The Impact of Technology
respondents see developing tech- overall importance of technology for all on Our Daily Lives and on
nological literacy as important. The people. They are, however, impressive, the World Around Us
comparable percentage in 2001 was with 38% seeing it as very important
99%. Anticipating that there would be that they know the workings of the Given the importance people place on
little difference in the percentages, the technologies and 48% seeing it as technological literacy, it is important
developers of this year’s poll focused somewhat important. Only 14% feel to see how this translates into how
ITEA/GALLUP POLL
in on the extent to which the need to having this understanding is unim- they feel about the effect of
be technologically literate applied to portant. The third question in the series technology on their daily lives and the
them. The question queried the explored how the desire to understand overall impact it has on the world
extent to which they feel it is how technologies work plays out in about them. The first of the questions
important for them to know how relation to the types of decisions reported in Table 5 deals with the first
various technologies work. people make on a daily basis. of these issues. The second, reported
in Table 6, asks for a value judgment
Table 4.
How important is it to you, personally, to know each of the following? Is this very important, somewhat important, not very
important, or not important at all?
Importance
(1) (2) (3) (4) (5) (6) (7)
Very Somewhat 1+2 Not Very Not at All 4+5 DK/R
Knowing whether it’s better
to repair products or better
to throw them away 64 29 93 4 3 7 —
Diagnosing why something
doesn’t work so it can be fixed 62 30 92 5 3 8 —
How to program a VCR or
use other “thinking” products 54 35 89 8 3 11 —
Being able to develop
solutions to a practical
technological problem 50 39 89 8 3 11 —
How to fix a light switch or
other household product
that stops working 53 33 86 11 3 14 —
Knowing how products such
as a paper stapler work 28 36 64 26 10 36 —
INTERNATIONAL TECHNOLOGY EDUCATION ASSOCIATION • September 2004 3
Table 5.
Now, tell me whether you strongly agree, mostly agree, mostly disagree, or strongly disagree with each of the following
statements.
Strongly Mostly Mostly Strongly Don’t Know/
Agree Agree Disagree Disagree Refused
% % % % %
‘04 ‘01 ‘04 ‘01 ‘04 ‘01 ‘04 ‘01 ‘04 ‘01
Technology is a small factor in
your everyday life 20 17 23 24 21 25 36 34 — —
Engineering and technology
are basically one and the
same thing 20 21 43 40 23 27 13 9 1 3
The results of the use of tech-
nology can be good or bad 59 59 35 35 3 3 2 2 1 1
Science and technology are
basically one and the same thing 16 20 46 39 25 27 12 12 1 2
Strongly + Mostly Agree Mostly + Strongly Disagree
Related Responses Combined
2004 2001 2004 2001
Technology is a small factor in
your everyday life 43 41 57 59
Engineering and technology
ITEA/GALLUP POLL
are basically one and the
same thing 63 61 36 36
The results of the use of tech-
nology can be good or bad 94 94 5 5
Science and technology are
basically one and the same thing 62 59 37 39
on the overall effects of technology. • It is generally understood that Fifty-nine percent agree with this
The questions deal with why “design” is a step in the statement and 35% strongly agree.
technologies are developed, the development of products. These percentages were identical in
impact of technology on environ- the 2001 survey.
mental problems, and the function of Fifty-seven percent of respondents
design as one of the technological either strongly or mostly disagree with The responses to the question relating
processes. The findings follow: the statement that technology is a to the extent to which environmental
• People see technology as having small factor in their everyday lives, problems can be solved using
limited importance in their daily while forty-three percent either technology are interesting given the
lives. strongly or mostly agree. These debate that surrounds environmental
• The public believes strongly that percentages are somewhat surprising issues in general. Two-thirds in
the results of technology can be given that examples of technology agreement with one-third disagreeing
either good or bad. surround us in our everyday lives. is a typical response on many items. It
• There is a general belief that new They also seem inconsistent with the could be argued, however, that the
technologies are often developed to importance people place on two-thirds in agreement is higher than
improve upon previous technological literacy. Nevertheless, would have been expected, given that
technologies. these results vary little from the 2001 issues related to the environment
• The public, although lacking survey, when 41% fell into the two often generate controversy. There are
concurrence from one-third of those categories constituting agreement. some, possibly many, who would be
surveyed, believes technology can There is no definition or disagreement likely to associate technology with the
be used to solve environmental as to whether the effects of creation of environmental problems.
problems. technology can be either good or bad. Regarding the linking of design and
4 September 2004 • INTERNATIONAL TECHNOLOGY EDUCATION ASSOCIATION
Table 6.
Please tell me to what extent you agree or disagree with the following statements about technology. Do you strongly agree,
mostly agree, mostly disagree, or strongly disagree?
Strongly Mostly Mostly Strongly
Agree Agree 1+2 Disagree Disagree 4+5 DK/R
% % % % % % %
Humans often develop
new technologies to improve
upon previous technologies 69 28 97 1 2 3 —
Most environmental
problems can be solved
using technology 24 42 66 23 10 33 1
Design is a process that can be
used to turn ideas into products 68 29 97 2 1 3 —
the development of products, the high technology are basically one and the that extended to the accuracy of the
level of agreement is not surprising. same thing while 36% believe they are consensus that guided the true-false
not. Sixty-two percent see science determinations. Given the interest
and technology as basically one and generated in 2001, a similar question
What People Want to Know
the same, while 37% do not. The was asked in the current survey, with
and What They Know About comparable percentages in 2001 for a series of new choices plus a repeat
Technology the link between engineering and of one item from 2001 with a single
ITEA/GALLUP POLL
In planning the original survey in 2001, technology were 61% and 36% for word changed to see if it would alter
a good-natured debate developed over engineering and technology, while the responses.
the extent to which people really want they were 59% and 39% for the link to
to know how technologies work. One science. Given that experts in the field The responses are reported in Tables
of the participants avowed strongly link engineering and technology but 7 and 8. Taken together, they suggest
that he did not care how they worked. are not inclined to link science and that people are reasonably well in-
He went on to say that he just wanted technology, the lack of discrimination formed as to how cars and micro-
them to work. Respondents were on the part of the public, to the extent waves work. They are also correct in
given the choice in that survey of that the distinction is important, is their understanding of the Internet.
choosing between, “You don’t care another example of the need to build They do not, however, demonstrate a
how it works as long as it works” or technological literacy. high level of understanding in the
“You would like to know something other areas queried.
about how it works.” They put the The 2001 survey also sought to
issue to rest, with 75% choosing the determine how prepared people feel The findings follow:
last of the two responses. they are to understand and use • Both surveys included a question
technology. The respondents gave about how cars operate. Eighty-two
The responses already reported in themselves high marks on prepared- percent were correct in 2001 in
Tables 3 and 4 touched again on the ness, with 28% saying they were able saying that cars operate through a
extent to which people want to know to understand and use technology to a series of explosions. Seventy-seven
about technology. Again, people great extent and another 47% saying percent are correct in the current
indicate they want to know how the they could do so to some extent. Age poll in saying that fuel cells are
various technologies work, and that was a factor here, with 90% of 18-29 being used with gasoline or diesel
desire translates into being able to do year olds choosing great extent or engines to power cars.
repairs, use technology, and make some extent as compared to 57% of • Regarding cyberspace, 72%
decisions about the technology those 50 and older. understand that the Internet and the
needed around the home. World Wide Web are the same.
The 2001 survey also included a • In the earlier poll, respondents were
Two responses from the earlier Table question testing knowledge with true- asked if the statement that a
5 begin to touch on the understanding false questions relating to specific microwave heats food from the
people have of technology. Sixty-three day-to-day applications of technology. outside to the inside was true or
percent believe engineering and The results generated lively debate false. Seventy-two percent,
INTERNATIONAL TECHNOLOGY EDUCATION ASSOCIATION • September 2004 5
representative of the applications of
Table 7. technology. The second uses the same
(Asked in 2001) Just based on your understanding, tell me if each of the
four areas to determine how informed
following statements is true or false. How about:
people believe they are. The remaining
True False DK/Refused two questions return to areas explored
Explanation Requested % % % in the 2001 poll to determine how
much influence the public believes it
Using a portable phone while in the bathtub
creates the possibility of being electrocuted 46 51 3 has on decisions related to technology,
and the extent to which they are willing
FM radios operate free of static 26 72 2 to leave decisions in these areas to
A car operates through a series of explosions 82 15 3 the experts.
A microwave heats food from the outside to
The responses to the four questions
the inside 37 62 1
are reported in Tables 9 through 12.
The findings are summarized as
follows:
possibly those who had tried to radios are free of static was true or • The public has a strong interest in
toast bread in a microwave, false. It is, of course, true. Seventy- topics such as modification of
correctly identified the statement two percent responded that it is plants to supply food, the use of
as false. false. robotics in manufacturing,
• Both of the polls have dealt with • Moving into the medical field, 48% construction of homes, and space
the possibility that phones and say that a statement to the effect exploration.
bathtubs, when mixed, produce the that antibiotics kill viruses as well • The public’s interest in the given
possibility of being electrocuted. In as bacteria is either absolutely or topics appears to be directly related
the 2001 poll, respondents were probably true; 51% say that it is to the extent to which their lives
ITEA/GALLUP POLL
asked if that was true with a either probably or absolutely false. are affected.
portable phone. Forty-six percent It is, of course, false. • The public is almost equally divided
responded incorrectly, saying it was regarding the extent to which it is
true. The reactions to the report of relatively informed or relatively
Decision Making Regarding
this finding were numerous, with uninformed on the four topics.
many arguing that electrocution Technology and
• The public leans in the direction of
was a possibility. This year the Technological Literacy believing that it does not have
description of the phone is changed Four questions in this year’s survey much influence in decisions related
from portable to cordless. Forty- seek to determine how much people to the use of technology in the four
nine percent indicate, incorrectly, want to be involved in the decisions areas.
that electrocution is a possibility. related to the use of technology. The • The public is reasonably
• In the 2001 poll, respondents were first looks at the level of interest people comfortable in leaving to the
asked if the statement that FM have in four specific areas that are experts decisions in the four areas
Table 8.
Please tell me if you think the following statements are absolutely true, probably true, probably false, or absolutely false.
Absolutely Probably Probably Absolutely
True True 1+2 False False 4+5 DK/R
Statement % % % % % % %
Antibiotics kill viruses as well as
bacteria 19 29 48 16 35 51 1
Using a cordless phone while in
the bathtub creates the
possibility of being electrocuted 22 27 49 23 26 49 2
The Internet and World Wide
Web are the same thing 30 42 72 13 11 24 4
Fuel cells are now being used
with gasoline or diesel engines
to power cars 27 50 77 11 5 16 7
6 September 2004 • INTERNATIONAL TECHNOLOGY EDUCATION ASSOCIATION
that will impact the communities in space exploration, while interesting, great deal of influence in where to
which they live. are more removed. locate roads in the community, the
fuel efficiency of cars, and the
The data in Table 9 support the While very interested in the four areas, development of genetically modified
public’s strong interest in each of the public is, according to the data in foods. It was decided to use that
the four applications of the use of Table 10, conflicted in the extent to question as a springboard and ask in
technology. The level of interest ranges which it feels informed in these areas. this survey how much influence they
from a high of 74% saying they are A visual scan of responses to other believe they have. The responses are
either very or somewhat interested in questions in the survey verifies that reported in Table 11.
new construction methods to a low of the percentages of people saying they
60% saying the same for robotics in are “very” informed are low. The public Only 9% believe they have a great deal
manufacturing. The other two appli- feels it is most informed on new of influence in these decisions, and
cations fall in the middle, with 69% construction methods. However, even 32% say they have some. A combined
giving one of the two responses here, 41% say they feel not very 59% say they have little or no
relative to the modification of plants informed or not informed at all. influence. Here, again, there is an age
and 64% for space exploration. Given difference, with 49% of 18-29-year-
that the top two choices relate to The responses reported in Table 10 olds saying they believe they have at
home construction and modification of are somewhat of a surprise. The least some influence as compared to
plants, it is reasonable to conclude question was included as a follow-up 38% of those 50 and older. The
that respondents have the greatest to one in 2001 in which percentages surprising thing is that, although high
interest in areas that impact their daily ranging from 78% to 88% indicated percentages said in 2001 they wanted
lives. Robotics in manufacturing and they felt they should have some or a a voice in these decisions, this year’s
Table 9.
ITEA/GALLUP POLL
How much of an interest do you, yourself, have in the following topic? Are you very interested, somewhat interested, not very
interested, or not interested at all?
Very Somewhat Not Very Not Interested
Interested Interested 1+2 Interested At All 4+5 DK/R
Statement % % % % % % %
Modification of plants and
animals to supply food 28 41 69 17 14 31 —
Robotics and other
technologies in manufacturing 19 41 60 25 15 40 —
New construction methods
or homes and buildings 35 39 74 16 10 26 —
Space exploration 27 37 64 19 17 36 —
Table 10.
Now, as I read these topics again, please tell me how informed you feel you are about each. Would you say you are very
informed, somewhat informed, not very informed, or not informed at all?
Not Not at
Very Somewhat Very All
Informed Informed 1+2 Informed Informed 4+5 DK/R
Statement % % % % % % %
Modification of plants and
animals to supply food 8 43 51 32 17 49 —
Robotics and other technologies
in manufacturing 7 38 45 36 19 55 —
New construction methods for
homes and buildings 14 45 59 28 13 41 —
Space exploration 9 51 60 26 14 40 —
INTERNATIONAL TECHNOLOGY EDUCATION ASSOCIATION • September 2004 7
it is very important to know how
Table 11. various technologies work.
How much influence do you think people like yourself have on decisions about
• 37% of men and 42% of women say
such things as the fuel efficiency of cars, the construction of roads in your
community, and genetically modified foods? Would you say a great deal, some, they have very little influence in
very little, or no influence? decisions relating to construction of
roads, new construction, and
Total 18-29 Age 50 genetically-modified foods.
Group Year-Olds and Older • Regarding the same three issues,
Amount of Influence % % % 67% of men and 64% of women
A great deal 9 12 9 have either a great deal or some
confidence in the ability of experts
Some 32 37 29
to make the decisions.
Very little 40 39 40 • 97% of men and 99% of women
No influence 19 12 22 believe, given the broad definition
Don’t know/refused — — — of technology, that its study should
be part of the schools’ curriculum.
• 88% of men and 88% of women
believe questions designed to
Table 12. determine how much students are
Thinking about things such as fuel efficiency of cars, the construction of roads in
able to understand and use
your community, and genetically modified foods, how much confidence do you
have in experts in these fields to make the right decisions for your community? technology should be included in
federally-mandated tests.
Total 18-29 Age 50
Group Year-Olds and Older Areas in which there seem to be
Level of Confidence % % % differences based on gender in relation
ITEA/GALLUP POLL
A great deal 12 15 12 to technology are reflected in
questions related to the type of
Some 54 56 56
knowledge desired and its application:
Very little 27 27 24 • 61% of men but only 45% of
No influence 6 2 8 women say it is very important to
Don’t know/refused 1 — — be able to fix a light switch or other
household product if it stops
working.
• 67% of men but only 58% of
respondents seem comfortable with would appear to have a base related women say it is important to be
leaving these decisions to others. to gender. These differences probably able to diagnose why something
Two-thirds say they have some or a grow out of societal differences, doesn’t work so that it can be
great deal of confidence in leaving differences that are, in many respects, fixed.
these decisions to the experts. The changing. While the differences do not • 67% of women and 62% of men
question and responses are provided appear to be as great as some believe it is very important to know
in Table 12. stereotypes might suggest, they offer whether it is better to repair
insights that will be useful as we products or better to throw them
consider technology and education.
Differences Based on away.
Gender • 61% of women and only 47% of
Drawing from various questions men say it is important to be able
Reference has been made throughout throughout the survey and looking at to program a VCR.
this report to differences in attitude similarities first, the following findings
related to the age of those surveyed. are offered: Turning to the question designed to
These differences can be explained by • 73% of men and 75% of women say find out what people actually know
the fact that the younger among those it is very important to understand about technology in their daily lives,
surveyed have grown up in a world and use technology. men appear to have the edge:
dominated by technology to an extent • 20% of men and 20% of women • 32% of men and 38% of women are
that was simply not characteristic of strongly agree that technology correct in saying that the statement
the formative years of those 50 and is a small factor in their everyday that antibiotics kill both viruses and
older. There is, however, another set lives. bacteria is absolutely false;
of similarities and differences that • 41% of men and 35% of women say however,
8 September 2004 • INTERNATIONAL TECHNOLOGY EDUCATION ASSOCIATION
• 37% of men as compared to 18% of • Women have a somewhat greater • Those believing that technological
women are correct that a interest in being able to make literacy should be taught as a
statement that a cordless phone in decisions and utilize technology separate subject are equally divided
a bathtub creates the possibility of around the home. on the issue of whether the subject
being electrocuted is absolutely • Men are somewhat more informed should be optional or required.
false; than women about the way • There is broad agreement as to
• 37% of men as compared to 24% of common technologies work. what students should know,
women are correct in absolutely understand, and be able to do in
agreeing with a statement saying relation to technology.
Technology and Education
that the Internet and the World • Given a choice between responding
Wide Web are the same thing; and The final series of questions focus on to a national shortage of technology
• 36% of men as compared to 19% of the place of the study of technology experts, there is near consensus
women are correct in absolutely and technological literacy in the K-12 that the preferable option is to meet
agreeing with a statement that fuel school curriculum. This area, which is the shortage through our own
cells are used with gasoline and a major interest of ITEA, has taken on schools. This is as compared to
diesel engines to power cars. added significance as the dominance bringing in experts from other
of No Child Left Behind (NCLB) is countries.
It may be that similarities and placing pressure on the school • Close to two-thirds agree that
differences are related to differing curriculum. The emphasis on English technological literacy should be
interests. Several survey responses and mathematics is forcing a required as part of high school
touched on that matter: reevaluation of all aspects of the graduation requirements, and an
• 29% of women and 24% of men are various school offerings. Given that even higher percentage believe
very interested in knowing about the repeat questions have established questions designed to determine
the modification of plants and that there has been little change since how much students understand and
animals to supply food. 2001, the responses from the two know about technology should be
ITEA/GALLUP POLL
• 39% of women and 35% of men are surveys are mixed freely in the included in testing programs
very interested in knowing about following findings: mandated by the federal
space exploration. • Asked to respond in terms of a government.
• 27% of men as compared to 11% of broad definition of technology, the
women are very interested in the public is virtually unanimous in The data in Table 13 report on the
use of robotics and other believing that the study of question related to the inclusion of the
technologies in engineering. technology should be included in study of technology in the school
• 40% of men as compared to 30% of the school curriculum. curriculum. Ninety-eight percent say
women are very interested in new • Just short of two-thirds of the it should be included; the 2001
construction of homes and respondents say the study of percentage was 97. The footnote to
buildings. technological literacy should be Table 13 provides data from the 2001
integrated into other subjects in lieu survey showing that 63% of respon-
This survey was not specifically of being taught as a separate dents called for the integration of
intended to explore gender differences subject. technology into other subjects, as
in relation to technology, its
importance, and its uses. However,
the data support the following Table 13.
findings: Using a broad definition of technology as “modifying our natural world to meet
• Men and women are in agreement human needs,” do you believe the study of technology should or should not be
on the importance of understanding included in the school curriculum?
and being able to use technology.
% Selecting
• There is general agreement among
men and women that they have Choice 2004 2001
little influence on major decisions Yes, should be included 98 97
related to technology, and both No, should not be included 2 3
men and women express Don’t know/refused — —
confidence in the experts who
Note: In response to a follow-up question in 2001, 63% of those saying it should
make those decisions.
be included chose integration into other subjects in lieu of being taught as a
• Men have a greater interest in separate subject. Of those choosing “a separate subject,” 51% said the offering
being able to fix things than do should be required, while 49% said it should be optional.
women.
INTERNATIONAL TECHNOLOGY EDUCATION ASSOCIATION • September 2004 9
Table 14.
I am going to read a number of things that high school graduates might or might not know or be able to do. As I read each, tell
me how important it is that high school students understand and are able to do each.
1 2 3 4 5 6
Very Somewhat Not Very Not at All
Important Important 1+2 Important Important
% % % % % %
The relationship between technology,
mathematics, and science (2001) 79 19 98 2 — —
Have the knowledge and skills to apply
technology (2004) 76 22 98 1 1 —
The role of people in the development
and use of technology (2001) 72 24 96 3 1 —
Understand the overall effect of
technology on our society (2004) 71 27 98 2 — —
Understand the relationship between
technology and the environment (2004) 68 29 97 2 1 —
Understand the relationship between
technology and the economy (2004) 67 30 97 2 1 —
An understanding of the advances and
innovations in technology (2001) 66 30 96 4 — —
The ability to select and use products
(2001) 66 27 93 5 2 —
ITEA/GALLUP POLL
Evaluate the pros and cons of specific
technology uses (2004) 58 38 96 4 — —
Know something about how products
are designed (2001) 41 45 86 12 — —
shortage of technology experts. The
Table 15.
When a national shortage of qualified people occurs in a particular area of results are reported in Table 15. In
technology, which of the following solutions would you feel is the most 2001, 93% expressed a preference for
appropriate course of action for the US to take? solving the problem through our own
schools. The percentage is 94% in this
% Selecting survey. While the preference is clear,
Selections 2004 2001 it should not be taken as reflecting an
Bring in technologically literate people aversion to importing technology
from other countries 5 6 experts from other countries.
Take steps through our schools to
increase the number of technologically Finally, Table 16 includes the data
literate people in this country 94 93 related to the inclusion of questions
related to technology in the tests
Don’t know/refused 1 1
mandated by the federal No Child Left
Behind legislation. The 88% saying
compared to 36% saying it should be survey approached the matter they should be included adds to and
taught as a separate subject. Of the differently, with five different items builds on the 61% saying in 2001 that
36% choosing separate subject, 51% mentioned as the possible focus of technological literacy should be
said the subject should be required what students should know or should evaluated as part of high school
and 49% said it should be optional. or should not be able to do. The 10 graduation requirements.
items are reported collectively in
Regarding what should be included in Table 14. Summary and Conclusions
the curriculum, the 2001 study asked
what schools should prepare students Both surveys sought to determine This survey and the earlier one on
for in terms of technology. The 2004 how we should react to a national which it builds were designed to
10 September 2004 • INTERNATIONAL TECHNOLOGY EDUCATION ASSOCIATION
related to the need to build
Table 16. technological literacy.
The federal government requires that students be tested in science,
• How much influence do people
mathematics, and reading. In your opinion, should these tests include or not
include questions to help determine how much these students understand and really want in relation to decisions
know about technology? relating to the application of
technology? The 2001 survey
Choice % Selecting suggested they wanted the
Yes, should be included 88 opportunity to provide input. The
current survey suggests a
No, should not be included 11
willingness to leave these decisions
Don’t know/refused 1 to the experts. This inconsistency
is significant to those shaping
determine how the public views policy and merits further
technology into a desire to know
technological literacy and the impor- exploration.
how technologies work, with
tance of technology in their daily lives. emphasis on those technologies
The opportunity to do a second study These surveys provide valuable insight
that impact their daily lives.
so closely following the first has into the attitudes and perspectives
• Attitudes toward technology and
resulted in adding to, reinforcing, and people have regarding technology.
technological applications are
augmenting the understandings gained That is important because the
directly related to age. In general,
in the earlier study. Given the accumu- inevitability is that natural processes
younger people assign a greater
lation of data, conclusions can be will see technology playing an ever
importance to knowing how
drawn with confidence. increasing part in our daily lives. The
technologies work and feel they
survey results tell us that the public
have more influence in decisions
The three conclusions drawn in the understands this and is aware that the
related to technological
results of the application of technology
ITEA/GALLUP POLL
earlier study are both reinforced and applications.
extended by the additional data can be both good and bad. Maximizing
reported herein. They are repeated and the good and minimizing the bad is, of
The two studies also leave open a
slightly revised in the following: course, the challenge. It is a challenge
number of questions for further study.
• The public understands the that those in technology education
This is not surprising, given the rapid
importance of technology in our welcome since they believe that the
pace of change involving technology
everyday lives and understands and understandings and abilities needed to
and its applications. Questions worthy
supports the need for maximizing meet the challenge will come through
of study include:
technological literacy. building technological literacy. It is in
• Are the definitional differences that
• There is a definitional difference in that context that the finding that the
have surfaced in each of the two
which the public thinks first of public wants the building of such
studies significant? Those
computers when technology is literacy to be firmly embedded in K-12
conducting the studies were
mentioned, while experts in the field education may be this effort’s most
concerned, at the beginning, about
assign the word a meaning that significant outcome and the
the extent to which the public
encompasses almost everything we foundation on which future
associates technology with
do in our everyday lives. educational efforts can build.
computers. As the studies have
• The public wants and expects the progressed, we have begun to
development of technological Lowell C. Rose is the Executive
wonder whether the definitional
literacy to be a priority for K-12 Director Emeritus of Phi Delta Kappa
difference is anything more than an
schools. International, Bloomington, IN.
artifact associated with the field.
• Men and women are in general • The importance the public places Alec M. Gallup is Co-chairman with
agreement on the importance of on technology seems inconsistent George Gallup, Jr. of the Gallup
being able to understand and use with the fact that less than half of Organization, Princeton, N.J.
technology and on the need to those queried see technology as
include technological literacy as William E. Dugger, Jr., DTE is
important in their everyday lives.
part of the schools’ curriculum. Director of ITEA’s Technology for All
This is important since it impacts
Americans Project, Blacksburg, VA.
directly on the need for universal
The cumulative weight of the two technological literacy. Kendall N. Starkweather, DTE is
studies justifies additional conclusions • The surveys leave unanswered the Executive Director of the International
that add to our understanding. question of how informed people Technology Education Association,
• People translate their feelings really are about technology and its Reston, VA.
regarding the importance of applications. This matter is also
INTERNATIONAL TECHNOLOGY EDUCATION ASSOCIATION • September 2004 11
Methodology Statement for random generation of the last two Reprints
ITEA Survey digits of telephone numbers selected
on the basis of their area code, For persons who would like reprints of
The survey results are based on 800 this ITEA/Gallup Poll Report, the price
telephone exchange, and bank number.
is $15.00 for 25 copies. Additional
telephone interviews, with a national
copies are 50 cents each. This price
general population sample of adult A three-call design was used; that is includes postage at the library rate.
men and women age 18 and over one initial call and up to two additional (Institutional purchase orders, checks,
residing in telephone households. calls were made to a household to Master Card, Visa, or Discover number
Interviewing was conducted by the reach an eligible respondent. Only one required.) Address orders to ITEA,
Gallup Organization’s full-time interview within each household was 1914 Association Drive, Suite 201,
interviewing staff during the period of conducted. For results based on Reston, Virginia 20191-1539, (703)
March 11, 2004 through March 31, samples of this size, one can say with 860-2100, fax: (703) 860-0353, e-mail:
2004. 95% confidence that the error attribu- iteaordr@iris.org.
table to sampling and other random
The sample used for this survey was a effects could be plus or minus four Replicating this Research
random digit telephone sample drawn percentage points. In addition to
from telephone exchanges serving the ITEA encourages additional research
sampling error, question wording and based on this ITEA/Gallup Poll. The
continental United States. The design practical difficulties in conducting complete set of data tables, which
of the sample ensures representation surveys can introduce error or bias in were generated from this survey, are
of both listed and unlisted numbers by the findings of opinion polls. available on the association’s Web
site, www.iteawww.org. The sixteen
questions used in the survey are also
Sample Composition available on ITEA’s Web site.
%
ITEA/GALLUP POLL
Total 100.0
ITEA/Gallup Poll Survey Committee (2004)
Gender Larry Bell Sharif Shakrani
Male 48.6 Senior Vice President Deputy Executive Director
Female 51.4 Research, Development, and Production National Assessment Governing Board
Museum of Science Washington, DC
100.0 Boston, MA
Age Kendall Starkweather, DTE
William E. Dugger, Jr., DTE Executive Director
18-29 17.7 Director International Technology Education Association
30-49 41.7 Technology for All Americans Project Reston, VA
50-64 23.9 International Technology Education Association
Blacksburg, VA Len Sterry
65+ 15.8 Senior Curriculum Associate
Undesignated 0.9 Dan Engstrom Center to Advance the Teaching of Technology and
Assistant Professor Science
100.0 Department of Applied Engineering and Technology International Technology Education Association
Education California University of Pennsylvania Reston, VA
Less than high school California, PA
Joyce Winterton
graduate 9.3 Dale Hanson Associate Director of Education Programs
High school graduate 27.9 Principal USA TODAY
Trade/technical/vocation Wilson Middle School McLean, VA
Appleton, WI
training 6.8 Consultant:
College (incomplete) 26.3 Ethan Lipton, DTE Lowell Rose
College graduate 18.6 Assistant Vice President for Academic Affairs Emeritus Executive Director
Planning and Resources/Dean, Educational Support Phi Delta Kappa International
Postgraduate work/ Services Bloomington, IN
degree 11.0 California State University Los Angeles
Undesignated 0.1 Los Angeles, CA Third Party Evaluator:
Jill Russell
100.0 Donald McCoy Executive Assistant to the President
Race Program Manager Springfield College
IBM Multicultural People in Technology Springfield, MA
White 80.4 Raleigh, NC
African-American/Black 10.3 TfAAP Staff:
All other 7.6 Jon Miller Lisa Delany
Professor and Director Senior Research Associate
Undesignated 1.7 Center for Biomedical Communication Technology for All Americans Project
100.0 Feinberg School of Medicine Blacksburg, VA
Northwestern University
Region Chicago, IL Shelli Meade
East 22.7 Assistant Project Manager and Editor
Midwest 24.0 Greg Pearson Technology for All Americans Project
Program Officer Blacksburg, VA
South 31.8 National Academy of Engineering
West 21.5 Washington, DC Crystal Nichols
Administrative Assistant for Office Operations
100.0 Technology for All Americans Project
Blacksburg, VA
12 September 2004 • INTERNATIONAL TECHNOLOGY EDUCATION ASSOCIATION
Related docs
