Critical Thinking Through Technology

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Critical Thinking Through Technology

• Dr. William Porter
• Department of Geological,
• Environmental and Marine Sciences
• Elizabeth City State University

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Critical Thinking A DefinitionCritical
thinking is the intellectually disciplined
process of actively and skillfully
conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information
gathered from, or generated by, observation,
experience, reflection, reasoning or
communication, as a guide to belief and
action. Richard Paul, Director
Foundation for Critical Thinking
Sonoma State University (California)

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• NINE DIMENSIONS OF CRITICAL THINKING
• 1. Purpose of thinking
• 2. Questions at issue
• 3. Concepts
• 4. Assumptions
• 5. Information
• 6. Interpretation
• 7. Points of view
• 8. Conclusion
• 9. Consequences/implications

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• CRITICAL THINKING THROUGH
• TECHNOLOGY CENTER (CTTTC)
• CTTTC Making and Difference!
• CRITICAL THINKING Employs
• USE OF TECHNOLOGY
• APPLICATION OF SCIENTIFIC METHOD
• PROBLEM-SOLVING Objectives

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Traditional Instruction(Teacher-Centered
Classroom)Instructor acts as master teacher
and delivers information in a lecture
formatLarge volume of facts to be
memorized(short-term recall)Focus is on
note-taking and textual readingThis approach
allows for minimal in-depth thinking (especially
for marginal students)

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Instruction based on Critical Thinking(Student-Ce
ntered Classroom)Instructor acts as facilitator
to learningand provides guidance, delegates
responsibility to students, and stimulates
critical thoughtEncourages comprehension of
information(rather than short-term
memory)Promotion of long-term
understanding(through group activity, sharing
experiences, and the use of technology)
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• Meeting the Challenges of Optimal Classroom
  Instruction
• Infusion of Critical Thinking Strategies into
  Current Classroom Activities

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• The Basis for Critical Thinking
• SOCIETY FOR TEACHING AND LEARNING
• ETHICAL PRINCIPLES IN TEACHING

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• Ethical Principles in University Teaching
• Principle 1 Content Competence
• Principle 2 Pedagogical Competence
• Principle 3 Dealing with Sensitive Topics
• Principle 4 Student Development
• Principle 5 Dual Relationships with Students
• Principle 6 Confidentiality
• Principle 7 Respect for Colleagues
• Principle 8 Valid Assessment of Students
• Principle 9 Respect for Institution
• A university teacher maintains
• a high level of subject matter knowledge
• current course content
• accurate information
• class activities appropriate to the students
  program

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Principle Two
Pedagogical CompetenceA pedagogical competent
teacher means that in addition to subject matter,
he or she is aware of alternative methods or
strategies and proceed to select the method of
instruction that is most effective in helping
students achieve course objectives.
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The Spirit of Critical Thinking RECOGNIZING
MY WEAKNESSES IS A STRENGTH

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Critical Thinking Strategies within the framework
of the Scientific Method Connection between
critical thinking and the scientific
methodCritical thinking is the intellectually
disciplined process of actively and skillfully
conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information
gathered from, or generated by, observation,
experience, reflection, reasoning, or
communication, as a guide to belief and action.
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Nothing happens unless first a dream. -
Carl SandburgThere is nothing like a dream to
create the future. - Victor HugoWe
are what and where we are because we have first
imagined it. - Donald Curtis
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CRITICAL THINKING BASICS
AFFECTIVE ATTRIBUTESInquisitiveness
Independent thinkingOpen-minded
InsightfulFair-minded
Suspending judgment
Judicious
Intellectual integrityTruth-seeking
PerseveranceReasoning with confidence
Intellectual humility
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CRITICAL THINKING BASICS
COGNITIVE SKILLSInterpretation
Exploring theoriesAnalysis
Evaluating dataExplanation Formulating
questions Prediction
Generating solutions to problemsEvaluation
Assessing conclusions
Clarifying conclusions
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Critical thinking strategies are best implemented
based on four qualities a teacher should have
prior to and during instruction.
Confidence Dedication Competence
Integrity

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CRITICAL SCIENTIFICTHINKING
METHOD CONFIDENCE
(Observation)FAVORABLE ENVIRONMENTCONFIDENCE
MAKE APPROPRIATE OBSERVATION

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CRITICAL SCIENTIFICTHINKING
METHOD DEDICATION
(Decipher
Relationship
Problem Identification) ROLE OF EXPERIENCE
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CRITICAL
SCIENTIFICTHINKING
METHODCOMPETENCE (Enhanced knowledge of
the nature of the
problem
literature review) INFUSION OF CRITICAL
THINKING STRATEGIES WHERE APPROPRIATE
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CRITICAL SCIENTIFICTHINKING
METHOD INTEGRITY (Select
appropriate methods of
analysis present findings
and conclusions)______________________________
______________ TEACHER should be receptive to
change where necessary
to optimize student
potential to think critically STUDENT -
critical thinking means the ability to
1) comprehend information and
2) address and solve problems

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A REVIEW OF CRITICAL THINKING AND TRADITIONAL
INSTRUCTIONCHARACTERISTICS OF A THINKING
CURRICULUMT.K. Fennimore and M.B.
TinzmanTraditional Curriculasubject areas
such as science and social studies frequently
attempt to cover as much content as possible
tend to teach content and process
separately.from kindergarden through high
school, expect students to master knowledge in
school, and knowledge is usually seen as lists of
facts and definitions.does not expect students
to use the knowledge until they leave school.
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Thinking CurriculaContent
includes concepts, principles, generalizations,
problems, facts, definitions, etc. fulfill a
dual agenda by integrating content and
process.students acquire content as they
plan, evaluate, solve problems, make decisions,
construct or critique arguments, compose essays,
Educators can begin to create a thinking
curriculum by first considering the experiences
and knowledge that students bring to school and
then expanding upon and refining these
experiences and knowledge by connecting them to
new learning.content learned then build on
students family, community, and cultural
experiences.The knowledge students acquire is
meaningful and applied.
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students are motivated to learn when curriculum
considers their experiencesWhen students can
relate school learning to important real-life
issues, they are more likely to seek and value
the perspective of others, As a result, a
thinking curriculum builds multicultural
understanding
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APPLICATION OF THE SCIENTIFIC METHOD IN
PUBLIC SCHOOLS AND IN UNDERGRADUATE
CURRICULA CLASSROOM ACTIVITY BASED ON
CRITICAL THINKING RATHER THAN
TRADITIONAL INSTRUCTION
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CLOSING REMARKSThe
United States is facing a tremendous challenge to
enhance the effectiveness of instruction at the
public school and undergraduate levels. Many
studies, much research, and enhanced educational
programs are needed to face our future
educational needs!It is important to explore
the synergy between critical thinking, the use of
technology and course content comprehension as we
continue to seek enhanced student learning. We
believe that the concept of critical thinking can
be a major vehicle in helping us to achieve these
objectives.