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

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