Technology, Critical Thinking, and Learner Leadership
From LiteracyTentWiki
Subject: [ProfessionalDevelopment 2175] StudentInvolvement and Critical Thinking
From: Lobaccaro Gina (DOC) Gina.Lobaccaro at state.de.us
Date: Thu Jul 3 23:50:15 EDT 2008
Hello Jackie and all!
I am Gina Lobaccaro. I am the Media & Tech specialist for one of the prisons for the Delaware Dept of Education's Prison Education program. I teach computer skills with the help of four very talented, technology-savvy inmate peer tutors. I have recently returned to the University of Delaware with plans to complete (or make a concerted effort to complete) my doctorate in Educational Technology.
Because my job also includes a great deal of data management - I have found myself, over the past years, working less in the classroom and more in my office (across the hall) at the database the state uses to manage NRS information. But, I am determined to find my way back to the classroom. I am hoping to install a simple intranet onto my class computer network to improve communication between students/students and students/tutors and students/me. Since most of many of my students are recent high school and GED graduates, it is my plan to schedule individual meetings with my students (they all have GED or HS diplomas) and begin to talk about their learning goals, their transition plans if/when they have a timely maxout date or their plans for surviving more positively if they have longer sentences, their talents and skills (to find out what they are good at and what they want to getter better at!), and other questions intended to begin a dialog ...
Then I want to facilitate their interests in a way that will make learning technology skills more relevant for their needs. I have recently been introduced to and purchased a program - Camtasia .. which is used to create screen recordings for instruction... can take a simple PowerPoint presentation and make it very dynamic (with video, audio, art, etc) and produce it into a Windows Media File and/or other assorted formats so that it can be saved onto a disk or put online (but my students do not have 'net access)- so that it can be viewed w/out PowerPoint. I am hoping to learn Camtasia with my tutors and a small group of students and then we will teach my other students how to take media that I provide - that correlates with their interests, transition plans, etc - and create presentations that will be available for other students to view and learn from.
My 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)? Can you offer me suggestions before I begin my plans. I do plan to clearly describe my plans - to my administrators and the relevant security staff before I move forward.... but 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?
I look forward to this discussion.
Gina Lobaccaro
Subject: [ProfessionalDevelopment 2182] Re: StudentInvolvement and Critical Thinking
From: Holly Dilatush holly at dilatush.com
Date: Fri Jul 4 13:34:22 EDT 2008
Response to Gina and all,
Great post, thank you for making the time to share. Best wishes in your
ambitious projects!
Pondering your question, I'm reminded of my initial and ongoing journey into
increasing technological proficiency and confidence. A sense of community
and an internal acceptance that it is really, truly OK to make mistakes, to
ask "silly little questions" (and learn that they will be answered! and that
often others answering them appreciate your asking, because they learn
something from the Q & A process, too). And I have had to learn (and
relearn) that sometimes you just need to step away -- and try again an hour
or a day later... and that's OK, too.
So, my answer (or at least part of it) would be that an atmosphere of Q & A
as a habit -- with the Qs coming from the learners vs. from you, the
facilitators -- and the As coming from everyone. With this in mind -- in a
jail/prison setting, and the constraints that imposes -- might be a blog on
the intranet if you are able to get that going (great idea!), or a bulletin
board 'parking lot' where Qs can be posted by anyone -- and As too --
anonymously or otherwise.
Teaching screenshots (how to make and save one) and posting a few
screenshots with 'errors' and asking "What does this person need to do?
why? what happens if?" etc. -- beginning with the simplest steps that most
of the learners will know how to do if not to articulate -- and practicing
the articulation -- and some awareness at a core level that not everyone
thinks the same way, even if they get to the same answer (sort of like GED
math classes where different pathways to correct answers are illustrated --
with analysis of why they are each possible, each correct in their own way.
This develops the 'self-directed' learner aspect that seems to be so
critical to online / technological / distance learning success.
I've had great success with multiple groups by having the learners create a
fictional classmate -- and using that fictional character's name "WW_D"?
(coining from the WWJD (What Would Jesus Do) to What would _____ do? jokes
-- and this helps deflect finger pointing to any real live person as the
'ignorant' one -- and this fictional character can 'process' all the ups and
downs -- give advice and be argued with -- etc.
And all of this might help improve transferable skills to apply to all
aspects of their lives -- in and out of their confinements.
Hope this makes some sense -- and triggers some idea you might use -- thank
you for the work you do,
holly
Subject: [ProfessionalDevelopment 2185] Re: StudentInvolvement and CriticalThinking
From: Cynthia Peters cynthia_peters at worlded.org
Date: Mon Jul 7 11:37:29 EDT 2008
Gina —
This sounds like a really interesting project. Critical thinking can
enter into it in a number of ways by getting the students to think
about:
- 1. What are the best ways to make this technology work for us? What do we want to do with the technology?
- 2. What are the advantages and disadvantages of using it?
- 3. 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.)
- 4. Does this technology gives us ways to be creative, to use our minds, to work with others in a way that we benefit from each other's thinking?
I'm not familiar with Camtasia, but these questions would probably be
appropriate for any technology. Mastering a new skill (such as learning
a new technology) is inherently empowering, but taking it to a new level
using the above questions really invite critical thinking.
Cynthia --
Cynthia Peters
Change Agent Editor
World Education
44 Farnsworth Street
Boston, MA 02210
tel: 617-482-9485 ext. 3649
fax: 617-482-0617
email: cpeters at worlded.org
Check out The Change Agent online at:
www.nelrc.org/changeagent
Subject: [ProfessionalDevelopment 2193] Critical Thinking and Learner Leadership
From: David J. Rosen djrosen at comcast.net
Date: Mon Jul 7 18:11:05 EDT 2008
Professional Development colleagues,
Janet Isserlis has said "arguably we're all adult learners". Gina
Lobaccaro has brought up the context of technology learning. I would
like to put these together. In the area of learning basic technology
skills, who is the teacher and who is the learner? Most adult
education (including ESOL) teachers tell me -- some with glee, some
with despair -- that many, most or all of their students know more
about using computers, the Internet or mobile phones than they do.
This applies to beginning level ESOL students (who may be very
sophisticated in using technology) as well as others.
In the context where enrolled learners and the teacher need to learn
more about technology in order to solve practical problems, let's
look at learner leadership and critical thinking. What prevents and
what enables learner leadership in the adult ed classroom where
computers and language, or computers and literacy, or computers and
other basic skills are being taught together? Is a teaching/learning
paradigm shift needed for enrolled learners as well as teachers? From
what to what?
Technology -- including mobile phones -- can be complicated and
frustrating. Technical problems need to be solved in order to do
important things like communicate in an emergency (for example to a
relative overseas using text messaging in the first language).
Critical thinking may be needed to solve those problems. How do
teachers integrate critical thinking skills when these problems
present themselves in the classroom, for example when a document file
cannot be found, a printer will not work, a Web address is wrong, a
mobile phone has run out of minutes unexpectedly. How do/can teachers
take advantage of these opportunities to support critical thinking
and learner leadership? How can enrolled learners help a teacher to
make the paradigm shift. How can a teacher help enrollees to do the
same?
I know that VALUE has taken the position that adult education needs
to do more with technology -- and I agree. I wonder, Marty, if you
have some thoughts about what an adult education classroom looks like
where teachers and enrolled learners are together learning more about
technology and how to use it well. I wonder if others also have
thought about how learner leadership and critical thinking can take
place in this context.
David J. Rosen
djrosen at comcast.net
Subject: [ProfessionalDevelopment 2197] from Steve, Critical Thinking and Learner Leadership
From: Steve Kaufmann at thelinguist.com
Date: Mon Jul 7 22:19:26 EDT 2008
I do not understand the advantages of increasing the use of technology
in the classroom. The classroom has the great advantage of getting
people together face to face. Learners and teachers have the opportunity
to talk in pairs, or groups or as one large group. Communication is
happening at many levels. Everything from a cafe setting, to a cocktail
party, to a business meeting can be simulated with real people. Why
introduce technology in the classroom?
To me the advantage of technology lies in the opportunity to help
learners do more learning away from the classroom. MP3 players are but
one example. The computer is another. One can read on a computer and use
an online dictionary. New words can be kept in a learner's own database.
Lists of words and phrases can be automatically created and from these
flash cards can be generated. Statistics can be kept of the words and
phrases saved and learned.
Teachers can record material for specific purposes, such as critical
thinking, for learners to listen to and read and then be prepared to put
into practice in class.
Teachers can correct essays online and record the corrected writing.
These can be part of a learners portfolio and can also be shared around.
The benefit of technology is to increase the ways that learners can stay
active away from the class so that they can enjoy more intensive
interaction in class.
Steve
-- Steve Kaufmann www.lingq.com 1-604-922-8514
Subject: [ProfessionalDevelopment 2199] Re: from Steve, Critical Thinking and Learner Leadership
From: Nicky Mohan nmohan at workbase.org.nz
Date: Mon Jul 7 22:56:31 EDT 2008
A valid point,Steve. We should not be slaves to technology and simply introduce it in the classroom purely because it a nice to have as opposed to a need. In this technological landscape one would find it had to resist wanting the best that technology has to offer. However, teaching and learning should not be driven by technology. It should be the other way round whereby the teaching and learning needs to drive the technology. I am not saying that we should abstain from the use of technology. Technology has its place and it needs to be used to enhance and facilitate the teaching and learning. The point I am making is that teachers and tutors be ware of putting the cart before the horse. Thinking Critically is the way forward to decide when to use technology and when not to.
Subject: [ProfessionalDevelopment 2200] Re: from Steve, Critical Thinking and Learner Leadership
From: Emma Bourassa ebourassa at tru.ca
Date: Mon Jul 7 23:08:16 EDT 2008
I see the use of technology more as a topic for critical thinking, as opposed to the actual application in class. I agree that introducing students to the myriad of programs can promote autonomous, self directed learning but it has been my experience with ESL students that the less they actually engage in dialogue and discussion, the less effective they are in talking about what they are doing with technology.
In terms of critical thinking, one could ask a few questions for discussion:
- Was life better before computer technology ( many would say no, but I believe we can offer the alternative of writing emails at 8 at night!)
- Do we need technology? Why or why not? What effect does it have on relationship?
- What is the best and worst of technology?
And there are are many more...
emma
Emma Bourassa
English as a Second or Additional Language/ Teaching English as a Second Language Instructor
ESL Department
Thompson Rivers University
900 McGill Road. P.O. Box 3010
Kamloops, B.C. V2C 5N3
(250) 371-5895
fax 371-5514
ebourassa at tru.ca
Subject: [ProfessionalDevelopment 2201] Re: from Steve, Critical Thinking and Learner Leadership
From: Ochieng kh ochykheyr at yahoo.com
Date: Tue Jul 8 02:54:46 EDT 2008
I agree totally with Nick & Steve, teaching and learning should drive technology and not the other way round. It suffices to note that technology devoid of professionalism or professional responsibility is susceptible to manipulation and is likely to occasion more harm than good. Moreover, technology must not be far ahead of people as to divorce itself from the practise and obtaining culture of education (teaching and learning culture) because if it does, then it is equally likely to be misunderstood or wracked by spasms and convulsions of self-interest, prejudice and nuances.
Ochieng M.Khairalla-Nairobi-Kenya.
Subject: [ProfessionalDevelopment 2202] Re: from Steve, Critical Thinking and Learner Leadership
From: Ochieng kh ochykheyr at yahoo.com
Date: Tue Jul 8 03:28:12 EDT 2008
I hasten to add that critical thinking is a major plank of teaching and learning. I have personally been wondering why our society is increasingly lacking in the authority of precedent. For instance, quotable quotes, parables, originality, etcetera are limited to old thinkers. The wisdom attributed to the founding fathers of the American nation such as Thomas Jefferson, Abraham Lincoln, George Washington, James Madison, etc is seriously lacking in contemporary thinking. It is exremely difficult to find quotable quotes from even amongst the learned fraternity of the clergy and the judges. We can only quote serious scandals, corruption, wars, bombs, earthquakes, typoons. Probably modern society is more preoccipied with stomach issues. I suppose this serious intellectual erosion could be attributed to absence of a culture of critical thinking.
Ochieng M Khairalla-Nairobi-Kenya.
Subject: [ProfessionalDevelopment 2211] Re: from Steve, Critical Thinking and Learner Leadership
From: Lively, Jim livelyj at cochise.edu
Date: Tue Jul 8 10:43:09 EDT 2008
I agree with Ochieng. We don't have the quotable thinkers. Our age, alas, is one driven be the almighty buck and budget cuts for education. Our founding fathers desired success and wealth, but they sought change, as well, and committed themselves and their fortunes to it, risking all. They were enlightened people, at least compared to the present age of TV personalities and corrupt politicians. You omited John Adams from your list. Adams drafted the very first Consititution for Massachusetts. In it, he made provisions for education and that education included not just the 3 Rs, but also the arts, sciences, and and a degree of habitual reading as to acquaint learners with a wide range of classical thought. That sort of perception reflected the educations many of the founding fathers of the period possessed. It should be no surprise that their critical thinking skills were impressive. Look at today's educational picture. Budget cuts have removed the arts from many school systems, shaved back on physical education efforts, and directed the everyday business of teaching down a politically dictated path that has made real education and familiarity with classical literature not just a ghost, but a ghost of a ghost. Some of us who have taught in our colleges and universities are all too painfully aware of the number of high school and college graduates who can't read and who look to celebrities and athletes to set standards for their lives. Is Homer Simpson today's Voltaire? Doh!
Jim Lively
livelyj at cochise.edu<mailto:livelyj at cochise.edu>
Subject: [ProfessionalDevelopment 2203] Critical thinking, leadership, technology, and project-based learning
From: David J. Rosen djrosen at comcast.net
Date: Tue Jul 8 07:35:15 EDT 2008
Colleagues,
Here is an example of using technology in the classroom -- and
outside -- that involves adult learner leadership and critical
thinking. Wendy Quinones, a GED teacher in Massachusetts, working
with young adults who were not particularly excited about American
history -- knowledge that is needed for the GED social studies test
-- suggested a field trip to an interactive 19th century mill museum
in nearby Lowell. She also suggested that the actual visit be made
into a "virtual visit" web site, although at the time she had no idea
how to make a web site. One of her students stepped forward with some
web site design skills. Other students, after having experienced a
simulated production line in the museum, thought about, discussed,
and added as content to their virtual visit issues of 19th century
economic exploitation of workers. 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://
hub1.worlded.org/docs/lowell/home.htm
This is one example of constructivist, or project-based learning,
This kind of learning invites critical thinking of all kinds:
political, social and economic; creative; technical; media literacy;
and other kinds. 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.
There are 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. You will find links to
these at
http://mlots.org/Other_video.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. It
will be found at
http://www.alri.org/feelgood/feelgood.html
This project's use of electronic technology included only a photocopy
machine to make copies of the booklet the students wrote.* It
engaged English language learners in community health and critical
thinking about the causes of their own stress and what to do about
it. Projects such as these require decisions that must be weighed and
also use teamwork and leadership skills.
What other examples of project-based learning do you know where
learners are engaged in critical thinking and have opportunities for
leadership? (They don't have to use technology.)
I made the booklet into a web page later and included a part where
readers could add their own strategies for reducing stress. Adult
learners from around the world have found this page and sent me their
ideas to add.
David J. Rosen
djrosen at comcast.net
Subject: [ProfessionalDevelopment 2205] Re: from Steve, Critical Thinking and Learner Leadership
From: Lively, Jim livelyj at cochise.edu
Date: Tue Jul 8 10:17:02 EDT 2008
Technology is another tool for the classroom. Many of us have moved from chalk to dry-erase markers. Our tools change. Productive integration of technology into the classroom models productive use of technology at home or in the cafe, etc. Students must be prepared to use the Internet for research and communication, as well as the many creativity tools technology has to offer, and use them effectively. Technology gives everyone an even chance to compete for up to date information and complete assigments more quickly and effectively. I don't think we can stop the advance of the computer and the opportunities associated with it.
My daughter was in kindergarten last year. She spent a period a week in the school's computer lab and many hours at home on her computer, which is more powerful and up to date than my own (I wish she would let me use it once in a while.) Sher accesses The Roseta Stone and a number of other software titles to overcome the failings of the community's under-performing schools. Adult learners need this advantage, as well.
I am convinced 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; and,
- (2) those who can't.
Many states are either finished with, or involved in, the processes of developing adult education technology plans and technology standards. The cost of technology is, indeed, some loss of face-time; however, the benefit can mean the difference between our students having the ability to command their futures, lest they be yoked by others who command the future.
Critical thinking and learning involve multi-tasking with our tools at hand. When a student has techno-literacy, he or she can move from a document to a spreadsheet to an Internet site to whatever, back and forth depending on what his/her critical analyses dictate. To me, gathering information and acquiring tools to put that info to immediate, constructive use epitomize today's critical thinking.
Jim Lively
livelyj at cochise.edu
Subject: [ProfessionalDevelopment 2213] Technology in the classroom
From: Wendy Quinones wbquinones at comcast.net
Date: Tue Jul 8 15:15:19 EDT 2008
Jim Lively raises a great point about techology: "I am convinced 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; and, (2) those who can't." Our
students are disadvantaged in so many ways; as educators, we can't in
conscience shirk the responsibility of helping them gain access to the
technology that increasingly dominates our culture. Students know they are
missing out and demand more computer classes than we can provide at my
center. Learning that they can in fact use computers for things that matter
to them has been a tremendously empowering experience.
However, I disagree with those who argue, as Jim does, that using computers
necessarily means
"some loss of face-time." Even the simplest of computer-based ESL lessons
can be cooperative, and many activities such as Webquests demand
collaborative work in groups. It's not about the technology -- it's about
how you use it.
Wendy Quinones
wbquinones at comcast.net
Subject: [ProfessionalDevelopment 2214] Critical Thinking and Learner Leadership
From: Burkett, Barry Barry.Burkett at Franklin.kyschools.us
Date: Tue Jul 8 16:11:15 EDT 2008
Hello All,
I am worried that this might stray from the conversation about Critical
Thinking and learner Leadership, but I think it holds some relevance as
well. Hopefully there will be a response to this, and I hope it is
relevant/useful to the discussion...
Jim and Steve I agree with both of you, and Wendy I think you hit on
some of this, too.
Steve, I think you are right in saying, "The classroom has the great
advantage of getting people together face to face. Learners and teachers
have the opportunity to talk in pairs, or groups or as one large group.
Communication is happening at many levels. Everything from a cafe
setting, to a cocktail party, to a business meeting can be simulated
with real people." Later in your e-mail you bring up innovative
solutions technology allows for students to use away from the class.
Looking at Jim speaking of his daughter's computer it sounds like a
great asset inside and outside of the classroom.
So then why does technology have to be an all or nothing way of
teaching. About this time last year I created an online course for a
group of low-level readers. The class met 2ce a week for 2 hrs, so 1
class/wk was doing the course online, and the other was talking about
frustrations from technology/literacy tactics. B/c the technology was
part of the class (group) environment students were able to ask each
other for help, as well as me, the instructor facilitating.
Learner leadership came in both classes by helping one another,
responding to instructor questions, and in group discussion about both
literacy and technology.
Critical thinking was achieved by students creating independent answers
to questions relevant to them, about information interesting to them,
and by giving me feedback on what they were learning.
In this scenario the value I found in technology is it let me use
available resources that interested individual students, while they were
learning skills needed to live in a literacy rich world and a growingly
technology-based world.
I think that technology for technology's sake is a bad thing, that can
blind instruction. But incorporating technology to be a part of the
class can build great discussion about learning something new, while (in
this instance) students are having to read info online.
I plan on making the course in Moodle soon so that I can share it with
more people, and hopefully get more ideas on lesson plans, and different
reading subjects.
So, what do you think? Am I completely missing the ball here? Does
this apply as LL and CT? Marty I hope to hear your opinion as well.
My e-mail is off the cuff, so hopefully it makes sense, feel free to
respond off-list if you would prefer, barry.burkett at
franklin.kyschools.us
Barry Burkett, Adult Educator
Thornhill Education Center
Frankfort, KY
502.223.3110
"Computers are incredibly fast, accurate and stupid; humans are
incredibly slow, inaccurate and brilliant; together they are powerful
beyond imagination" - Albert Einstein
"Adult education should be viewed as a right, not as a stigmatized second-chance program for those who have failed or dropped out from school systems, at the present time lifelong learning is only being given lip service." (Askov, 2000, p. 259)
Subject: [ProfessionalDevelopment 2221] Re: Critical Thinking and LearnerLeadership
From: VALUE, Inc. info at valueusa.org
Date: Tue Jul 8 22:32:38 EDT 2008
No you are not missing the ball here.
Marty
Marty Finsterbusch
Executive Director
VALUE, Inc.
Subject: [ProfessionalDevelopment 2220] Re: What do we mean by studentinvolvement and critical thinking?
From: VALUE, Inc. info at valueusa.org
Date: Tue Jul 8 22:27:51 EDT 2008
Hi, this Marty again. To David, Steve and all others:
The issue of technology and literacy is missing something here, I think.
Technology is a tool to help achieve ones goals. It is how we use technology
and what technology we use that is the issue here. What about ESL computer
programs that would allow the ESL student to speak in their native language
while the computer translates into English? What kind of impact would this
technology have on ESL programs? This technology continues to improve; how
many more ESL students could be helped if this technology were utilized in
programs. No one is suggesting that the human component of adult literacy
education be replaced with computers: remember technology is a tool.
What about technology for the blind and hearing impaired being used to help
adult learners with learning disabilities? With this field, we need to look
at technology as a way to help meet the students' needs. We are not
currently looking hard enough at various technologies and trying to adapt
them to the adult learner.
Marty
Marty Finsterbusch
Executive Director
VALUE, Inc.
www.valueusa.org
strengthening adult literacy efforts in the USA
through learner involvement and leadership
