2023 ASEE Annual Conference & Exposition

Recent events in the UK during COVID 19 have raised questions about the scientific and technological capabilities of civil servants that have a bearing on the meaning and scope of technological literacy, and therefore, for the work and purpose of the TELPhE Division of ASEE. This paper is based on the view set out at the beginning (section 1) that technological literacy is not a particular discipline of a study but a skill that enables a learner to bring together different components of knowledge and skills to the solution of technological and scientific problems in all kinds of human situation.
The argument is supported by a case study of Britain’s Vaccine Task Force (VTF). “The long Shot. The Inside Story of the Race to Vaccinate Britain by Kate Bingham and Tim Hames. It recounts Bingham’s experience of creating and leading the task force.
The origins the task force, the risks that would have to be taken, and the significance of the networks brought together by the members of the task force are summarised section 2. Persons capable of working in contingent situations and used to getting things done were recruited. For Bingham this created difficulties because she was not used to dealing with bureaucracy (civil servants) which was process oriented, risk averse, and often had an animus against industry.
Although the primary goal was achieved, Bingham regretted that several other goals were not (Section 3). This may be put down to short termism which is a characteristic of British political decision making (section 5). Two educational projects are described that might have produced a workforce more responsive to change are described that were not persisted with after the cessation of funding. The essence of these projects is necessarily a component of technological literacy as defined here.
Bingham recommended that there should be more science qualified civil servants at all levels, and that some experience of industry should be mandatory.
But as section 4 illustrated research on engineers in organizations shows that the ability to change is a function of organisational structure, and that it is possible to make closed systems less closed.
The sixth section argues the case for technological literacy as conceived here is an alternative to, if not necessary education for the generalists that are required in the work force or the education that is required to live in a technological society.