Alongside scientific literacy, ecological literacy, media literacy, visual literacy, religious literacy, and a whole host of other forms of literacy aimed at designating proficiency of knowledge and skills in particular fields, technology literacy has become a principal concern of educators across the world. This chapter will trace the recent history of the dominant perspective on technology literacy and will argue that a technologically literate citizenry will not result. Further, this chapter will explore some key aspects of robust technology literacy including a foundation in a broader definition of technology, explicit rejection of technological determinism, technological instrumentalism, and technological fundamentalism, as well as congruence with democracy and ecological sustainability.