International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue VII, July 2022 | ISSN 2454–6186
Casimir Adjoe
Department of Social Sciences, Education Unit Central University
Abstract: This paper examines the possibility of overcoming technological determinism in the curriculum of institutions of technology and Vocational institutions in Africa in order to cultivate the kind of individuals with the relevant critical thinking skills needed for a contemporary technologically complex society. Using a social-historical approach in analysis and selecting television as a case study, it argued that an adequate discussion of technological literacy issues could be achieved by the shift of emphasis from technological artifacts in isolation to examining the social and cultural origins of technological artifacts, and hence to the social processes involved in deciding, selecting, designing, controlling, adopting and producing specific technological artifacts. It ultimately recommends the creative possibilities that the approach suggests for teaching and learning and for the development of cultural attitudes conducive to the advantageous utilization of technologies for the society consuming them.
Keywords: Technological artifacts; social processes; the use and abuse model; technological determinism, technological literacy.
I.INTRODUCTION
The influx of new technologies to Ghana in the last decade and a half is usually referred to by its most ardent advocates as the second industrial revolution. Consequently, a marked shift in advocacy in education is towards the use of technology. Scholars, politicians, and business advocates emphasise the acquisition of technological skills and cite global trends, scholarly writings, beneficial business, and credible political and social outcomes to support their thrust. The provision of various technologies and access to technological skills and knowledge are used as both political and business agendas; and curriculum vitae cannot be adequate without the mention of the possession of some technological skill/s. An educational institution today without an ICT laboratory signals inadequacy and inefficiency. The future is all technology, as everything seems to sing out.
STEM (Science-Technology-Engineering-Mathematics) schools are being established urgently and being touted as the future of everything, and technical and vocational institutions are being planned as technological hubs.