WORKING KNOWLEDGE is rather more than simply knowing how things work.  Rather it is a body of knowledge that is sufficient for a person to be able to 

• operate and 
• manage (including problem solving and troubleshooting)
• locally 
• in real time

and thus apply the technology to the achievement of his/her purposes by using it to carry out the necessary activities.

Working knowledge is likely to be made up of 

• relevant experience locally and in using the technology
• related programmed knowledge: local arrangements & technology
• methods of inquiry in order to solve problems and address issues that arise
• and (consistent) strategies in order to deal with the situations encountered

Working knowledge is shared with peers,  that is, others who are at a similar stage of development as users of the technology. Thus it is most often learnt in context and in collaboration with friends and colleagues.

The measures of a satisfactory working knowledge include

• confidence that 'it is not me - it is something about the device'
• has systematic courses of action on hand in order to respond to situations that are likely to arise
• likely to learn best from a recent novice who has 

Teachers are required to 

• lead learners
• mediate learning and 
• manage technology 

Thus a working knowledge of technology is sufficient to enable the user to managing it. The development of a working knowledge requires

• programmed knowledge about 
  • the technology and the equipment in which it is embedded
  • the local arrangements in which the technology is to be used
• substantial experience of the technology and the local arrangements
• insights into both the above and the interplay between them

Such a body of knowledge includes a substantial amount of recent first hand experience arising from personal action in the field of endeavour and in the local (or a similar) context. 

Such first hand experience may lead to, and be underpinned by, a set of relevant generalised (programmed)  knowledge, eg, about the kind of technology available. 

Generalised knowledge can be important because some tasks are only done occasionally. It can be more 'practical' to work from general knowledge than trying to recall specific experiences in detail.  In addition such generalised knowledge may be useful in bridging between previous similar experiences and the specifics on the current situation being addressed.

Some of this generalised knowledge relevant to ICT involves an understanding of what the machine is doing behind the scenes which can be useful in isolating possible course of action as well identifying the possible causes of the current problems. This involves not some much 'what to do' but rather 'what is happening'.

Training that focuses on the 'what to do' to operate particular software may not develop a working knowledge required to be a user of technology. There can be a big difference between being able to do some certain (anticipated) procedure with particular software and being a confident user of technology.

The major value of a sound working knowledge is that a user of technology is able to 

• stay focused on his/her purposes 
• while choosing the ways and means of achieving them

The ways and means may include the technology in general and specific applications in particular. That is, the user has

• some choices of what to do (actions), based on
• some insight into what may be happening or not be happening (a combination of experience and knowledge) 

Problem Solving. Rather than simply drawing on specific programmed knowledge, the user can draw on a sense of 'what to do next' in order to remove and obstacle or to progress smoothly towards the achievement of the intended purposes.

A possible outcome of this project may well be a better understanding of the 'working knowledge' required of teachers in order for them to be confident and successful users of technology in their class programs.