Loosely technology education can be defined - according to Dakers - as raising a “critical awareness of what it is to live in a technologically mediated world” so that (young) people are enabled to lead discourses “surrounding technology” in which benefits and dangers of technology can be recognized likewise. Examples Daker’s give:
- information and communication technologies “helped to extend democracy for the good” but also “enabled global networks of terrorists”
- Automobiles have enabled mobility but is one of the major problems in regard to CO2 emissions
- Nanotechnology as a great future project that calls for a totally different kind of literacy as it is the “merging of flesh and machines” (2)