ICT and thinking

Document Sample
ICT and thinking Powered By Docstoc
					Thinking Skills in ICT
     Don Passey
     Senior Research Fellow
     Department of Educational Research
     Lancaster University,
     Lancaster
     LA1 4YL
What is meant by higher order and
 lower order thinking skills?

What are the skills that you would
 associate with higher order thinking
 and lower order thinking?
How do these relate to an existing
taxonomy of thinking skills?
   Bloom’s taxonomy (1952) of knowledge
                  handling

           Knowledge acquisition
              Comprehension
                Application
                 Analysis
                Synthesis
                Evaluation
How can ICT support these areas of
thinking? (1)

   Research on CD-ROMs or via the
    internet
   Using ICT to locate non-ICT-based
    sources
   Highlighting key words and phrases
   Limiting the number of sentences that
    can be copied
   Limiting the number of images that can
    be copied
How can ICT support these areas of
thinking? (2)

  Comprehension
     Listening then highlighting words or phrases in response
      to questions
     Responding in writing to questions in an ICT-based
      medium
     Reading ICT-based material and answering verbal
      questions
     Reading ICT-based material and highlighting in response
      to verbal questions
     Completing sentences and filling in gaps (perhaps Cloze
      procedures)
 How can ICT support these areas of
 thinking? (3)

Application

  Using limited amounts of a source from one place
  Rewriting sources in another context
  Integrating ideas or content into other sources
   and material
  Considering relevance, reliability, bias, validity
  Creating the individual ICT-based text book
  Recognising where an ICT (or other) technique
   would be use in another subject context
How can ICT support these areas of
thinking? (4)
Analysis
   Comparison of content or evidence from ICT-based and
    non-ICT-based sources
   Creating questions to ask of ICT-based data
   Using frameworks as an analytical technique (such as causes
    and effects
   Using highlighter methods for analysis (such as character
    analysis in texts)
   Using replacement for analysis (such as word or colour or
    instrument replacement to change and identify change in
    ‘mood’ or ‘feel’)
   Creating other ways to display data to understand it and to
    indicate that understanding
How can ICT support these areas of
thinking? (5)
Synthesis
   Using search engines effectively to identify appropriate ranges
    of source
   Using a range of sources and knowing the reasons for the
    number and range being selected
   Selecting pertinent material from within sources
   Putting source evidence into an order and prioritising or
    reprioritising it (according to selected criteria)
   Using frameworks for synthesis (such as mind mapping
    techniques to link ideas and model relationships)
   Using frameworks as guidelines (such as a set of PowerPoint
    slides which set out an argument in terms of description, pros,
    cons, personal views, ‘expert’ views, balance of views, and
    conclusions)
How can ICT support these areas of
thinking? (6)

 Evaluation
    Letting others see outcomes of work by sharing it via email and
     their being able to comment on it
    Incorporating comments from a range of those giving feedback
    Creating formats to gather comments from others and identifying
     those targeted for feedback
    Identifying and specifying in ICT form the basis and criteria for
     making judgements on the quality of feedback and the quality of
     the outcome being evaluated
    Contacting experts and specialists via email to gain ideas and
     feed back
    Using the internet to publish work to gather feedback and
     evaluative comment
Should higher order thinking be at a cognitive or a
  metacognitive level?
What is the difference?
How can ICT help with the metacognitive needs of
  pupils?
How can pupils identify strategies they and others
  use?
How can they record them?
How can they store them in ways to retrieve them?
How can they select from the range of mechanisms
  available?

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:1
posted:2/24/2012
language:
pages:10