EDTK 2030: Information and Communication Technologies in Education
Graded Discussion: Option 1
Developing Critical Thinking with ICT Based Instruction
E-tutor: Debra- Dreana Marshall Stewart
Introduction
Believing everything one hears without checking its validity can cause the hearer to be at a disadvantage of being a victim of fallacy. On the other hand, asking questions, being able to make one’s own decision and evaluating the information helps the hearer to differentiate what is valid and what is not, (Mitchell, 2011). Moreover, one’s mind should not just be trained to recall information only, but the mind should be challenged to move from the base to the pinnacle. This brings to thought Bloom’s taxonomy which shows three domains; the cognitive, affective and the psychomotor. However, the cognitive domain deals with aspects of the mind as it relates to an individual’s learning and thinking from the most basic: Knowledge, to the higher order: Analysis, synthesis and the evaluation. These levels of thinking are at the upper end of Bloom’s cognitive domain and these are the core of critical thinking, (Subran, 2013), for these allow the individual to be able to make decisions, problem solve and apply logical reasoning to defend arguments, (Subran, 2013). Hence, critical thinking demands a higher use of one’s thought process, (Barak and Dori, 2009 cited in Subran, 2013; Chan, n.d). Also, critical thinking allows one’s to make decisions about what to believe or not and the reasons for such beliefs, (Barak and Dori, 2009 cited in Subran, 2013). Additionally, critical thinking is constructive for the learner can look at the problems presented and think of ways to answer the question, which can be done by the learner asking self questions, planning response and give reasons for thought, also using concept or thinking maps to visualise their understanding, (Subran, 2013; Chan, n.d). Similarly, in ICT-mediated instruction critical thinking can be developed as children engage with the tools, (McGuiness, 1999, 22-26). According to Wright, (2010), the use of ICT in the classroom improve students critical thinking skills as they discuss, experiment, collaborate, make decisions, and problem solve using the tools. Consequently, critical thinking is the only way by which students learn how to problem-solve, ask complex questions and make independent decisions throughout their lives, therefore one aspect of critical thinking that will be expounded here is analysis, showing how ICT can be used to build this critical thinking skill.
Description and Definition of Analysis
Analysis is one of the higher order thinking skills on the upper end of Bloom’s taxonomy. This aspect of critical thinking involves the learner taking information and breaking the information into parts, and placing the information into the learners own thinking or understanding, (EDTK 2030, unit 5, p. 130). In analysing the information, the learner must go beyond the veil to find the what new ideas exist or could be made, hence moving away from the general view, (Fierre, 1972 cited in Coronado, 2011, p. 4). Moreover, Coronado, 2011) outlines that the learner in using analytical skill must first view the whole, then see what else is there that can be derived, followed by creating something new by what one discovers and give an overview and lastly look for the similarities and differences, (Swartz and Parks, 1994, cited in McGuinness, 1999), hence these all equals to analytical thinking. Furthermore, in ICT-mediated classroom using web tools allow the learner to make choices as to what or when to access and use the information. As a result of this critical thinking, analysis comes into play since learners have to decide what specific text they are looking for, what will be used , how it will be used, hence learners have to check their sources for validity and reliability whether they are images, video, audio or text, (Coronado, 2011, p. 8). Furthermore, Carmichael and Farrell, 2012) mention that in analysing the learners are to give reason and justification to complex ideas yet staying in the context of the message. Students using Microsoft word, the graphics or images and copying and pasting them allows for students to be selective, this according to Deaney, Ruthven, and Hennessy, (2006) is called analysis by discrimination. Also the authors purports that as students sort information and classifying them with the uses of the tables program on Microsoft word or using the spreadsheet or excel, also using the different search engines do assist students to use analysis, (Deaney et tal, 2006). In ICT-mediated classroom students, when they search the world wide web, their analytical thinking skills can be developed because students get the opportunity to gain access to information which provides them with many different perspectives, but these must be used with other tools, (Chan, n.d).
The Process to Help Students at Grade 1 level Develop Analysis Skills Using ICT
Firstly, in wanting to teach children analytical skills, then the environment must be conducive for such teaching and learning to take place. Therefore, the environment must be base on children’s interest, it must allow for flexibility and for children to be free to choose, (Walsh, Murphy, Dunbar and the EYEcep team, n.d). also, to develop children as critical thinkers the the ICT-mediated environment must facilitate their engagement for this is what the constructivist classroom is about, as students use the tools, they can work longer on the activities, thus constructing their own learning, by asking questions, examining their work and those of peers, and checking for similarities and differences as well, (Chan, n.d). Furthermore, in order for students to develop thinking skills using ICT then they need to be in an environment that is technologically outfitted with the resources, (Prensky, 2001; 2005; 2007 cited in Carmichael and Farrell, 2012) for children to blog, use wikis, video, images, Blackboard collaborate, different types of software, access to the internet and such like should be provide to students, (Carmichael and Farrell, 2012). Additionally, in ICT-mediated instruction, there should be guided lessons. Coronado, (2011), suggests that students be given a theme that is of interest and what has already been discussed in class for children to research. Hence, the process to develop students’ analytical skill is found in the following lesson: Students will be given the the theme: Types of insects, linking it to what was done in class. They will be given some key words as: Apterygota (without wings) Pterygota(with wings) to go on the internet and research those key words; finding the pictures and names of the insects. Then using Microsoft table software the students will classify their findings. To further analyse their information, they will compare and contrast with their peers. Finally, students will say whether insects should be protected or not and let them justify their answers or which is their preferred type of insect that they would want to conserve and why. And finally students will be assessed based on their ability to put the information into different parts, as well as them being able to give evidence to justify their position on insects that should be conserved. Consequently, in ICT mediated classroom calls for the teacher to be the facilitator of children’s learning and development of analytical skills as they engage with web 2.0 tools creating their own information, (Wright, 2010).
Conclusion
Analysis is an aspect of critical thinking that all persons should posses as it enables them to be decisive and importantly be an independent thinker. With the use of ICT tools in the classroom, children’s thinking skills in this area can surely be enhanced as children use for example: Tables, graphics, the world wide web for children to select their materials, get various perspectives from across the world, enter information on charts and tables using Microsoft table software and excel, hence children can place tier information in category and organise the information, (Deaney, et al, 2006) according to how they want the information to be displayed. Hence web 2.0 tools do provide learners the opportunity to develop critical thinking skills, (McGuinness, 1999).
Lesson Plan For The
Development of the Higher Levels
of
Bloom’s Taxonomy
Topic: Thinking Skills
Curriculum areas: Language, Social Studies, Science, creative expressions
Strands: Intellectual EmpowermentDATE: November 22nd 2015 Number of children: 12Time: 45 minutesAge group: 4-5 years oldObjective: To assist students in developing critical thinking skills.
Overview: The higher levels of Bloom’s taxonomy of learning are: Analysis, synthesis and evaluation. Hence, to develop students thinking skills in these higher areas, higher level questions will be asked for students to think and respond not necessarily to test them on a ‘right’ answer, but for them to provide logical responses to their answers, (Wessling, 2015). Therefore three questions will be posted in the higher levels areas as follows
Guidelines for assessment:
According to Brookhart, (2010, cited in EDTK 2030, unit 5, p.) students thinking skills have to be aroused and some of the ways suggested is to provide student with information or activities that will stimulate their initial thought process, and to also examine the objective(s) of what thinking skill that is going to be taught. Hence, in this activity plan these guidelines have been followed, as such students will be assed in the following ways:
Thinking skills Assessment Criteria/area
Analysis “Ability to break down information into component parts” (EDTK 2030, unit 5, p. 151).
“Ability to exercise logic and reasoning in the formation of arguments”. (EDTK 2030, unit 5, p. 151).
Synthesis “Ability to integrate information into new patterns, to generate alternative solutions”, (EDTK 2030, unit 5, p. 152).
“Ability to prepare a unique communication that integrates various sources and ideas”, (EDTK 2030, unit 5, p. 152).
Evaluation “Ability to locate internal evidence within a situation that can be used to form judgements”, (EDTK 2030, unit 5, p. 152).
“Ability to locate external criteria that can be used to form judgements”, (EDTK 2030, unit 5, p. 152).
"Ability to separate facts from inferences”, (EDTK 2030, unit 5, p. 152).
This is how I would use Bloom’s taxonomy to develop higher levels of learning by identifying the type of skills and its objectives, then stating the appropriate objectives and questions or activities that will guide the lesson so as to accomplish the what children are expected to learn and have an assessment to see if the objectives are met.
Question:
What would have been the ideal assignment for you at this level, to display your knowledge of ICT and enhance your critical thinking?
To answer this question I would like to say that over the past months I have been introduced to the many theories and tools of ICT mediated instruction. Moreover, specific emphasis has been placed on critical thinking. Therefore, from my many research on the topic critical thinking skills or analytical thinking as some scholars write, for me this tell me that I need to move away from the literal view to the more abstract, so that I can draw on the concepts, (Wessling, 2015), I find and to problem solve. Hence, the ideal assignment that I think for me at this level to display my knowledge of ICT and to enhance my critical thinking would be for me to critically observe the different ICT tools, look at their similarities or patterns, as well as their differences and then draw my own logical conclusion or concept.
As a result therefore, I would like to say that having done this course EDTK 2030 Information Technology in Education, that ICT in education results in teachers and students becoming partners in the teaching-learning environment, thus transforming the educational landscape in this 21st century and beyond. It is my understanding that everyone deserves freedom of choice, as such ICT tools in education affords teachers and students this opportunity and also grants them flexibility with their time, thus encouraging self-regulation which give them the best teaching-learning experiences.
Another key point is that with ICT in education there is that measure of independence, students therefore can ask their own questions, experiment and find the solutions and not have to wait for the teacher to provide the information. Fogarty, (2013), avows that in developing critical thinking skills there are three kinds of ‘Through’ called the 3 phase model: Talk, walk and drive through. The first is mainly teacher centred, while walk through is about the teacher and students collaborate in the learning community and the final stage-drive through is where students can work on their own. Hence, these bring to mind the theories of Vygosky’s zone of proximal development, (EDTK, 2030, unit 2, p. 56), as well as, Lave and Wenger, (1991, 64-66) situated cognition theory where learners move from legitimate peripheral participation (LPP) to the centre of their learning thus becoming the masters in their environment. In closing I would therefore recommend that in ICT mediated instruction that the ‘walk through’ approach be used because students will definitely develop their critical thinking skills.
References
Coronado, G. (2011). Web-based-research as critical pedagogy: A reflection on its application to undergraduate management education. Journal of University Teaching & Learning Practice, 8 (2), pp. 1-15. Retrieved from: http://ro.uow.edu.au/jutlp/vol8/iss2/6
Chan, D. (n.d.). The Role of ICT in a Constructivist Approach To the Teaching of Thinking Skills. Retrieved from ICT in Constructivist Teaching of Thinking Skill. pdf: http://static1.1.sqspcdn.com/static/f/1751776/20693267/1350729059353/ICT-in-Constructivist-Teaching-of-Thinking-Skills.pdf?token=vUJMkf2rifG1Inv76KJ2J62zYak%3D
Carmichael, E., & Farrell, H. (2012). Evaluation of the effectiveness of online resources in developing student critical thinking:Review of literature and case study of a critically thinking online site, pp.1-19.
Deaney, R., Ruthven, K. & Hennessy, S. (2006). Teachers’ developing `practical theories’ of the contribution of information and communication technologies to subject teaching and learning: an analysis of cases from English secondary schools. British Educational Research Journal, 32 (3), 459-480. Retrieved from: http://www.jstor.org/stable/30032678
EDTK 2030: Information and Communication Technology in Education. (2013). Developing Higher Order Skills with ICT Mediated Instruction. UWI Open Campue, [Essential Readings]
EDTK 2030 Information and Communication and Technology in Education (2015). Unit 2: Learning theories that guide ICT-mediated learning, p. 56. [Essential readings]. University of the West Indies Open CampusEDTK 2030 Information and Communication and Technology in Education (2013). Unit 5: Developing higher order skills with ICT -mediated instructions, pp. 151-152. [Essential readings]. University of the West Indies Open Campus Open Campus
Forgarty, R.J. (2013). Teaching critical thinking skills within the common core, pp. 17-20. Retrieved from: http://www.livebinders.com/play/play?id=837886#anchor
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Edinburgh Building Cambridge CB2 2RU, UK: Cambridge University Press, pp. 22 & 64-66
McGuiness, C. (1999). From thinking skills to thinking classrooms: A revieve and evaluation of approcahes for developing pupils' thinking .Retrieved from http://www.highreliabilityschools.co.uk/_resources/files/downloads/effectiveness/dfesa.pdf
Mitchell, M. P. (2011). Critical thinking: How to grow your child's mind. Retrieved from http://www.rootsofaction.com/critical-thinking-ways-to-improve-your-childs-mind-this-summer/
Subran, D. (2013). Developing higher-order thinking with ICT. Retrieved from http://uwispace.sta.uwi.edu/dspace/handle/2139/15701
Walsh, G., Murphy, P., Dunbar, C & EYEcep Team (n.d.). Thinking skills in the early years:A guide for practitioners, pp. 1-68.
Wessling, S. (2015). Learning to think: A foundation for analysis. Grade 9-12- ELA-sacffolding. Retrieved from: https://www.teachingchannel.org/videos/teach-students-to-think
Wright, N. (2010). e-Learning and implications for New Zealand schools: A literature review, Report to the Ministry of Education. New Zealand: Ministry of Education, pp. 1-55. Retrieved from:https://www.educationcounts.govt.nz/__data/assets/pdf_file/0006/77667/948_ELearnLitReview.pdf
