Croft, Vaughn E.2014-03-142014-03-141989-08-05etd-02032004-161627http://hdl.handle.net/10919/37295The 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.viii, 225 leavesBTDapplication/pdfenIn Copyrightengineering educationsexpert panelDelphi studyhigh schoolclassroom teachersLD5655.V856 1989.C764Literacy -- United StatesTechnical education -- United StatesVocational education -- United StatesDissertationhttp://scholar.lib.vt.edu/theses/available/etd-02032004-161627/