Integrating Technology, Critical Thinking, and Learner Leadership: Summary
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Integrating Technology, Critical Thinking, and Learner Leadership Summary
Full thread: Technology, Critical Thinking, and Learner Leadership
Question
Have other adult educators used similar programs in the teaching of adults (ABE, GED, Tech teachers) -- giving students tools and information and media (print or media saved on my 8 gigabyte jump drive) and then asking/ requiring them to become an "expert" and present their expertise back to the other students... creating a rich media library ... saved to CD/DVDs in my case... relevant to the needs of their students (in my case incarcerated men at various levels of security and with various sentence lengths)?
…it is "critical thinking" piece that I am asking for suggestions. How do I facilitate it? What are good questions to ask? How do I do this at a pace that is manageable so that I am still able to manage my database effectively?
Strategies
Strategies shared focused on constructivist, collaborative, and project-based approaches. Learners and teachers use critical thinking when integrating technology while learning skills relevant to learners’ goals and interests. Strategies explored a paradigm shift where the teacher and learner work together to learn more about technology and how to use it well. Examples include (but are not limited to):
- Using blogs and discussion boards for students to pose questions and answers
- Project-based learning - using technology invites critical thinking of all kinds: political, social and economic; creative; technical; media literacy; and others. It also provides opportunities for learner leadership and teamwork in the production of a print or multimedia product. For ESOL students, project-based learning engages students -- in teams -- in language learning, and provides leadership opportunities. The learning -- using technology to accomplish teaching/learning purposes -- takes place both inside and outside the classroom.
- Using assistive technology creatively
Sample questions to prompt critical thinking include:
- What are the best ways to make this technology work for us? What do we want to do with the technology?
- What are the advantages and disadvantages of using it?
- What are the best ways to teach others how to use it? (Experiment with instructional techniques; invite feedback; learn from it; revise your strategy accordingly.)
- Does this technology give us ways to be creative, to use our minds, to work with others in a way that we benefit from each other's thinking?
Technology as a “topic” for discussion to prompt critical thinking:
- Was life better before computer technology?
- Do we need technology? Why or why not? What effect does it have on relationship?
- What is the best and worst of technology?
Others disagreed with using technology in the classroom and felt that the benefits of technology helped engage the learner outside of class and that integrating technology should not be done for “technology sake.” Teaching and learning needs drive the technology. Others argued that “the future will see a great divide of the world population into two new distinct groups:
- 1. Those who can access information and use it effectively, and communicate quickly and efficiently
- 2. Those who can't
--thus making a case that instructors should integrate technology in teaching literacy and language skills. “Gathering information and acquiring tools to put that information to immediate, constructive use epitomize today's critical thinking” and that helping learners understand how to use computer technology keeps them from falling into the latter of the digital divide: “those who can’t.”
Integrating technology does not have to be an “all or nothing thing.” Incorporating technology to be a part of the class can build great discussion about learning something new, while using technology and learning basic skills.
Guest Marty Finsterbusch concluded that adult literacy programs should be doing more with integrating technology – like creative uses of assistive technology – to help learners meet their needs. “We are not currently looking hard enough at various technologies and trying to adapt them to the adult learner.”
Resources:
http://hub1.worlded.org/docs/lowell/home.htm
—This is one example of constructivist, or project-based learning. The web page was made several years ago (as you will see by the student web designer's choice of graphics) and, especially for the time, was innovative.
http://mlots.org/Other_video.html
—Provides many good examples of constructivist teaching/learning that also integrates technology in the classroom, from the Captured Wisdom Project and from the OTAN Video Library.
http://www.alri.org/feelgood/feelgood.html
—Another example of project-based learning, from Boston area ESOL teacher, Lee Hewitt, is a community health project that resulted in the booklet How to Feel Good: Dealing with Stress and Relaxation.
For more information on integrating technology:
http://www.youtube.com/watch?v=aEFKfXiCbLw
—Pay Attention, You Tube video on why it is important to integrate technology with younger learners. Applicable for younger learners in adult literacy.
http://www.newreaderspress.com/default_prolit.aspx
—ProLiteracy’s online courses on integrating technology in the ESOL classroom (more coming next spring for both ESOL and ABE)
http://wiki.literacytent.org/index.php/ClassroomPractices
—Classroom Practices on Integrating Technology
http://wiki.literacytent.org/index.php/AleAssistiveTechnology
—Assistive Technology, Instructional Technology, and Universal Design Strategies for Adult Literacy
http://wiki.literacytent.org/index.php/ResearchOnTech
—Research and Professional Wisdom on Integrating Technology in Adult Literacy
http://wiki.literacytent.org/index.php/Technology
—Additional Technology Resources:
