This paper explores common misconceptions about technological literacy and technology education, proposes a model for technological literacy, and considers the implications of technology-induced changes for education. The model consists of three key dimensions that define technological literacy and guide programming for it: (1) technology's components; (2) desired educational outcomes; and (3) levels of technological literacy. A detailed examination of these three dimensions is made, and a comprehensive model of technological literacy is presented which incorporates the three key dimensions. Applications of the model are then considered, and a discussion of the implications of technological change for educational policy concludes the paper. The text is supplemented by nine figures, and two appendices provide a list of characteristics of technologically literate people and operational definitions of 12 technology-related terms. (80 references) (EW)