{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/37295"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/37295","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"A national study to determine the characteristics of technological literacy for high school graduates","abstract":"The purpose of this study was to determine the characteristics of technological literacy for high school graduates. A panel of experts in technological literacy was used to formulate the list of characteristics and make judgments on each. The design of the study was the Delphi Method, using the Q-Sort Technique, with the Thurstone and Chave Method of Equal Appearing Intervals. Using the Method of Equal Appearing Intervals, median scores and Q-Values were calculated for each characteristic. The 80th percentile was used to determine when a characteristic reached consensus. A panel of experts was chosen from among seven groups: (a) philosophers of education, (b) technology educators, (c) engineering educators, (d) scientists, (e) science educators, (f) classroom teachers, and (g) business and education support. The results of the study provide a clearer focus on what is meant by technological literacy. This study identified a list of 24 consensus items to be used as minimum characteristics of technological literacy for high school graduates.","abstract_html":"The purpose of this study was to determine the characteristics of technological literacy for high school graduates. A panel of experts in technological literacy was used to formulate the list of characteristics and make judgments on each. The design of the study was the Delphi Method, using the Q-Sort Technique, with the Thurstone and Chave Method of Equal Appearing Intervals. Using the Method of Equal Appearing Intervals, median scores and Q-Values were calculated for each characteristic. The 80th percentile was used to determine when a characteristic reached consensus. A panel of experts was chosen from among seven groups: (a) philosophers of education, (b) technology educators, (c) engineering educators, (d) scientists, (e) science educators, (f) classroom teachers, and (g) business and education support. The results of the study provide a clearer focus on what is meant by technological literacy. This study identified a list of 24 consensus items to be used as minimum characteristics of technological literacy for high school graduates.","abstract_has_math":false,"creators":["Croft, Vaughn E."],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Education","degree_department":"Education","school":null,"contributors":[],"advisors":[],"committee_chairs":["Dugger, William E. Jr."],"committee_members":["Finch, Curtis R.","Madigan, Robert M.","Parks, David J.","Pinder, Charles A."],"year":1989,"date_issued":"1989-08-05","date_published":"1989-08-05","updated_at":"2026-07-22T22:20:40Z","subjects":["engineering educations","expert panel","Delphi study","high school","classroom teachers"],"languages":["en"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-02032004-161627"],"render_values":[{"text":"etd-02032004-161627","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/37295","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Dugger, William E. Jr."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Finch, Curtis R.","Madigan, Robert M.","Parks, David J.","Pinder, Charles A."]},{"key":"dc:contributor.department","label":"Department","values":["Education"]},{"key":"dc:creator","label":"Author","values":["Croft, Vaughn E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T21:09:11Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T21:09:11Z","2004-02-03"]},{"key":"dc:date.issued","label":"Date","values":["1989-08-05"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"dc:type.dcmitype","label":"Dc Type Dcmitype","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["engineering educations","expert panel","Delphi study","high school","classroom teachers"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-02032004-161627"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/37295"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine the characteristics of technological literacy for high school graduates. A panel of experts in technological literacy was used to formulate the list of characteristics and make judgments on each. The design of the study was the Delphi Method, using the Q-Sort Technique, with the Thurstone and Chave Method of Equal Appearing Intervals. Using the Method of Equal Appearing Intervals, median scores and Q-Values were calculated for each characteristic. The 80th percentile was used to determine when a characteristic reached consensus. A panel of experts was chosen from among seven groups: (a) philosophers of education, (b) technology educators, (c) engineering educators, (d) scientists, (e) science educators, (f) classroom teachers, and (g) business and education support. The results of the study provide a clearer focus on what is meant by technological literacy. This study identified a list of 24 consensus items to be used as minimum characteristics of technological literacy for high school graduates."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ed. D."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["BTD"]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["A national study to determine the characteristics of technological literacy for high school graduates"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Dugger, William E. Jr."],"dc:contributor.committeemember":["Finch, Curtis R.","Madigan, Robert M.","Parks, David J.","Pinder, Charles A."],"dc:contributor.department":["Education"],"dc:creator":["Croft, Vaughn E."],"dc:date.accessioned":["2014-03-14T21:09:11Z"],"dc:date.available":["2014-03-14T21:09:11Z","2004-02-03"],"dc:date.issued":["1989-08-05"],"dc:description.abstract":["The purpose of this study was to determine the characteristics of technological literacy for high school graduates. A panel of experts in technological literacy was used to formulate the list of characteristics and make judgments on each. The design of the study was the Delphi Method, using the Q-Sort Technique, with the Thurstone and Chave Method of Equal Appearing Intervals. Using the Method of Equal Appearing Intervals, median scores and Q-Values were calculated for each characteristic. The 80th percentile was used to determine when a characteristic reached consensus. A panel of experts was chosen from among seven groups: (a) philosophers of education, (b) technology educators, (c) engineering educators, (d) scientists, (e) science educators, (f) classroom teachers, and (g) business and education support. The results of the study provide a clearer focus on what is meant by technological literacy. This study identified a list of 24 consensus items to be used as minimum characteristics of technological literacy for high school graduates."],"dc:description.degree":["Ed. D."],"dc:format.medium":["BTD"],"dc:format.mimetype":["application/pdf"],"dc:identifier.other":["etd-02032004-161627"],"dc:identifier.uri":["http://hdl.handle.net/10919/37295"],"dc:language.iso":["en"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["engineering educations","expert panel","Delphi study","high school","classroom teachers"],"dc:title":["A national study to determine the characteristics of technological literacy for high school graduates"],"dc:type":["Dissertation"],"dc:type.dcmitype":["Text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Education"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:20:40Z"}