Abstract

In this article, the author studies the introduction of technology into the science curriculum. He offers a general framework for analyzing technology as artifact, knowledge, and social practice. This framework provides analytical tools to study the implications of technology in general education. The analysis is framed using two events: (a) the current movement of scientific literacy, which now includes technology literacy such as in the case of Project 2061, a science education initiative of the American Association for the Advancement of the Science and (b) international calls for including technology in the school curricula of developing countries. The primary context of this article is the demand of technology education in Guatemala.