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How to Use Basic Computer Applications to Achieve Higher-Order Thinking
Deborah L. Lowther, Ph.D.University of Memphis
Topics
What is the status of computers in today’s classrooms?
What is expected of teachers with regards to Higher-Order Thinking and using technology?
What is Higher-Order Thinking?How can basic computer applications be used
to achieve Higher-Order Thinking?
What is the status of computers in today’s classrooms?
How many computers are in our schools?– Elementary schools
6.3 students per computer– Middle and high schools
5.2 students per computer
Are they being used?– Almost 60% of 7,100 8th grade and 6,600 4th grade
math students indicated they never or hardly ever use computers for math (Archer, 1998 - Education Week).
Why are computers in our schools?
– Job Readiness The majority of people (76%) who took a 1998
Public Opinion Poll indicate that computers should be used to prepare students for jobs.
– How are computers being used? Only 40% of the 13,000 4th and 8th grade
math students used computers Of those about half only used them for drill
and practice. Therefore only 20% of these students are
using computers in ways that will prepare them for the workforce.
What is expected of teachers with regards to Higher-Order
Thinking and using technology?
National Council of Teachers of Mathematics
every student should have access to a computer for individual and group work;
students should learn to use the computer as a tool for processing information and performing calculations to investigate and solve problems.
National Council of Teachers of English
– Students use a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge.
– Students conduct research ... by:– generating ideas and questions– posing problems. – gathering, evaluating, and synthesizing data
from a variety of sources
National Science Education Standards
describe objects and events
ask questions
construct explanations
test those explanations against
current scientific knowledge
identify their assumptions
use critical and logical thinking,
National Standards for History in the Schools
differentiate past, present, and future time
raise questions seek and evaluate evidence compare and analyze historical
stories, illustrations, and records from the past
interpret the historical record construct historical narratives of
their own.
What is Higher-Order Thinking?
There are many names:– Critical ~ Creative ~
Reflective ~ Reasonable ~ Logical ~ Analytical
And many definitions
Glossary of Thinking-Skills Terms Alvino (1990)
BLOOM'S TAXONOMY
CRITICAL THINKING
CREATIVE THINKING
METACOGNITION
BLOOM'S TAXONOMY
From concrete to abstractknowledgecomprehension application
– Higher-Orderanalysissynthesis evaluation
CRITICAL THINKING
A process of:determining the authenticity, accuracy, or value of
something
An ability to:seek reasons and alternatives perceive the total situation and change one's view
based on evidence
CREATIVE THINKING
A novel way of seeing or doing things that involves: Fluency - generating many ideas
Flexibility - shifting perspective easily
Originality - conceiving of something new
Elaboration - building on other ideas
METACOGNITION
The process of planning, assessing, and monitoring one's own thinking and learning
COMPLEX THINKING PROCESS(Iowa, 1989 in Jonassen - Mindtools )
_ Content/basic Thinking (accepted knowledge)Problem Solving, Designing, & Decision Making
_ Critical Thinking (reorganized knowledge)Analyzing, Connecting, & Evaluating
_ Creative Thinking (generated knowledge)Synthesizing, Elaborating, & Imagining
Goal-directed integration of:
So ~ What is Higher-Order Thinking?
hypothesizing ~ planning ~ modifying
recognizing patterns ~ classifying
finding sequences ~ comparing/contrasting
synthesizing ~ elaborating ~ analyzing ~ evaluating
In other words...higher-order thinking is any activity which requires students to
process information in meaningful ways
But, there is more...
Having a critical spirit is as important as
thinking critically...it requires one to think
critically about all aspects of life...
and, to think critically about
one's own thinking
(metacognition)... (Norris,1985, p. 44).
Since teachers are expected to use computers to engage students in Higher-Order Thinking....
How do we do it? Competent Teachers
Effective Instructional Strategies
Effective Integration Methods
Begin with a Competent Teacher ... one who is
Technologically Competent
understands the relationship between computer functions and learning.
This teacher ~
This teacher also creates and facilitates a student-centered learning environment that:
uses collaborative problem-solving that requires
higher-order thinking
utilizes multiple resources and real-world data
depends on technology as a tool - not as the
focus of learning
And...meets or exceeds “The Standards”
Use Effective Instructional Strategies
Recall - Used to learn facts for verbatim recall
– Repetition
– Mnemonics
Integration - Used to make information more easily remembered
– Paraphrasing
– Generating questions or examples
Organizational - Used to structure information
– Outlining
– Categorizing
Elaboration - Used to go beyond existing information
– Generating mental images
– Predictions
– Analogies
Generative Strategies
Use Effective Integration Methods
NTeQ iNtegrating Technology for iQuiry
ComputerFunctions
SpecifyProblem
DataManipulation
SpecifyObjectives
ResultsPresentation
At Computer
Before Computer
After ComputerSupportingEvaluation
A c t i v i t i e s
NTeQ Lesson Plan
10 - Steps Specify Objectives Identify Computer
Functions Specify Problem Determine Data
Manipulation Determine Results
Presentation
Plan Activities While at Computer
Plan Activities Prior to Computer
Plan Activities After Computer
Plan Supporting Activities Determine Assessment
Using a Problem-Based Approach
– Objectives attained during process– Lessons may have multiple problems– Use meaningful problems – Problem solving requires a hands-on involvement
Note Problem Solving
Generative Learning Strategies
Higher-Order Thinking
The ~ KISS ~ Approach Keep it Simple Sweetheart
Begin with what students are to learn
Create a problem for students to solve
Plan activities that require higher-order thinking
Select Computer tool - if appropriate
What are the Functions of Basic Computer Applications?
Databases
Spreadsheets
Word Processors
Authoring/Presentation
Communications
Browsers
SortMatchCalculate
Database Functions
Store data in records
Sort data (alpha or numeric)
Match data
Merge data
Create specialized reports
Spreadsheet Functions
Perform Calculations
Sort data
Create Charts/Graphs
Word Processing Functions
Edit and format text
Create Outlines
Create Columns
Generate Tables
Insert Graphics
Browser Functions
Searches by Key Words
Bookmarks web sites
HyperLinks to text, virtual tours, etc.
Provides Interactive Feedback
Authoring/Presentation Functions
Displays Text
Supports Navigation
Creates Animation
Inserts or Creates Graphics and Sound,
Inserts Video
Communications Functions
Allows synchronous/asynchronous communications
Sends/Receives Text
Sends/Receives Video/Audio
Sends/Receives Attachments
Archives Messages
Considerations for using Basic Applications
Databases Use with information that has repetitive patterns and can be easily described.
Spreadsheets Use with sets of numbers that have repetitive patterns which can be described with at least two variables (Row & Column).
Word Processing Use with information that can be paraphrased or organized in meaningful ways.
Browser Use to access information or to engage in interactive learning.
Authoring/Presentation Use to display information that can be enhanced by interactivity.
Communications Use when interactivity with others will enhance learning
The ~ KISS ~ Approach
Let’s See an Example
Begin with what students are to learn
Create a problem for students to solve
Plan activities that require higher-order thinking
Select Computer tool - if appropriate
What Students Learn Some Examples
Planets
Periodic table
Wars
Scientists or mathematicians
Civil Rights leaders
Historical landmarks
Animal classification
US Presidents
Authors and their works
Weather patterns
US cities or states
Endangered species
Active volcanoes
Food groups
Planets in Our Solar System
Primary Learning objective– Location and Characteristics of each planet
Primary Problem
How would your life be different if you lived on another planet?
Sample Secondary Problems
? On earth, you become one year older every 365 days. On which planet would you be the oldest ~ youngest?
? On which planet would you weigh the most ~ least?
? What modifications would your body need to survive on Mars?
Plan activities that require higher-order thinking
Analyze what students will need to do to solve the problem.
On earth, you become one year older every 365 days. On which planet would you be the oldest ~ youngest?
Use as many of the following as possible:
hypothesizing ~ planning ~ modifying
recognizing patterns ~ classifying
finding sequences ~ comparing/contrasting
synthesizing ~ elaborating ~ analyzing ~ evaluating
Sample Activities that require Higher-Order Thinking
On earth, you become one year older every 365 days. On which planet would you be the oldest ~ youngest?
Collect Planet information planning ~ analyzing ~ synthesizing ~evaluating
Design Planet database planning ~ synthesizing ~ analyzing ~ modifying
Use Planet database to identify planet on which students would be oldest ~ youngest
recognizing patterns ~ analyzing
comparing/contrasting ~ classifying ~
finding sequences
Sample Activities that require Higher-Order Thinking
On which planet would you weigh the most ~ least?
Collect Planet information planning ~ analyzing ~ synthesizing ~evaluating
Design Planet spreadsheet planning ~ synthesizing ~ analyzing ~ modifying ~ calculating ~ charting
Use Planet spreadsheet to identify planet on which students would weigh the most ~ least
comparing/contrasting ~ analyzing
Sample Activities that require Higher-Order ThinkingWhat modifications would your body need to survive on Mars?
Collect Planet information planning ~ analyzing ~ synthesizing ~evaluating
Design Planet Database planning ~ synthesizing ~ analyzing ~ modifying
Use Planet database to determine similarities/differences between Earth and Mars
recognizing patterns ~ comparing/contrasting ~ finding sequences ~ classifying ~ analyzing
Use HyperStudio to create a stack that describes the needed modifications.
planning ~ classifying ~ comparing/contrasting
synthesizing ~ elaborating ~ evaluating
Summary• Computer access is no longer a problem• Computers are not being used to support
Higher-Order Thinking or prepare students for the work force
• Today’s standards require students to think critically and use technology as a tool
Summary
• Three components are needed to use technology to support Higher-Order Thinking:
Technologically Competent Teachers
Use of Effective Instructional Strategies
Use of Effective Integration Strategies
• Key Point ~ Use computer functions to assist students with processing information at a higher-order thinking level
Resource File
nteq.com
Thank You