The paper argues that a suitable scientific literacy in Electronics, as well as the acquisition of conceptual and procedural contents, should integrate the Science-Technology-Society interactions con-cerning this topic. This way, students can develop attitudes and capacities that allow them to evaluate critically the consequences —to short and long term— of the use (and abuse) of Electronics in the world through that they live. Results and conclusions of a descriptive study on Science-Technology-Society interactions integrated in Technology textbooks of secondary school are presented
