Why Johnny Can't Compute: Integrating Critical Thinking Into a Computer Literacy Course Dr. Diane Chaddock Joe Vitanza Southwestern Michigan College.

Why Johnny Can't Compute: Integrating Critical Thinking Into a Computer Literacy Course

Dr. Diane ChaddockJoe VitanzaSouthwestern Michigan College

Session Structure Big picture

Dispelling the myth of the digital native

Clarify the essence of computer literacy

Clarify the essence of critical thinking

Examine why computer literacy courses are well suited to teaching critical thinking concepts

Start to examine teaching and learning strategies

The Digital Native Marc Prensky coined the term “digital native” in his

work Digital Natives, Digital Immigrants published in 2001.

Steve Kolowich - the myth of the digital native

What Exactly is “Computer Literacy”? Computer Proficiency vs. Computer Literacy Computer Proficiency - repetitive tasks - often based

on-rote memorization Computer Literacy - allows students to extend their

knowledge by having an ability to adapt new situation and problems – critical thinking.

Background Information at SMC Computer Literacy initiative – approach and challenges What we’ve learned

o External Assessment – Certiport IC3 examso Incoming students entering with less computer

skills than expectedo Exposed weaknesses in critical thinking skills

Background Information at SMC (cont.) Initial corrections Current research study

o Experimental study to see if infusing critical thinking into the computer literacy course could improve computer literacy and critical thinking outcomes versus a control group

Critical Thinking How important are critical thinking skills for college

students? How important is teaching critical thinking within your

degree/program competencies? How important is the development of students’ critical

thinking within your courses? How well do your instructional strategies instill critical

thinking strategies within your students?

The facts. . . . . . . . . . . . . . . .

89% of university faculty claimed critical thinking to be a primary objective of their instruction: Only 19% could define critical thinking

77% had little, limited or no conception of how to reconcile content coverage with the fostering of critical thinking

Only a very small minority could clearly explain the meanings of basic terms in critical thinking

Defining Critical Thinking

There isn’t any one definition of critical thinking – it encompasses a collection of ideals and the associated strategies for reaching them

What are these ideals, and what are some strategies for reaching them?

Definition of Critical Thinking

“Critical thinking is thinking about thinking while you’re thinking in order to make that thinking better.”

~ Richard Paul

Defining a 21st Century Education

By Craig D. Jerald for the Center for Public Education argues that the traditional curriculum is not enough

Schools must provide students with a broader set of “21st century skills” to thrive in a rapidly evolving, technology-saturated world.

Some Educational Practices that Discourage Critical Thinking

The student’s role is to be a passive recipient of knowledge.

The student’s role is to memorize and regurgitate information (they do not understand).

The teacher’s role is to “dispense” knowledge.

How do we foster critical thinking in classrooms? Know your content. Know what constitutes critical thinking. Rethink your content as a MODE of thinking . Design teaching as experiences based in questioning,

problem solving, and thinking.

THE most important things… YOU must decide what is most important in YOUR course. Teaching for critical thinking will take more time to

prepare. Less time is available to spoon-feed facts to the students. You must hold students accountable for their learning. You must overtly teach the critical thinking skills.

Lecture-based Learning “The lecture format of learning is a venerable and popular

approach to content delivery in higher education; however, it frequently does not encourage active learning or critical thinking on the part of students.” (Duron, Limbach, & Waugh, 2006)

The key is to use an “engaged lecture” format.

Active Learning Active learning can make the course more enjoyable for both

teachers and students.

For this to happen, educators must give up the belief that students cannot learn the subject at hand unless the teacher covers it.

Students really do not understand content until they actively do something with it and reflect on the meaning of what they are doing.

The Flipped Classroom While there is no one model, the core idea is to flip the

common instructional approach Instruction that used to occur in class is now accessed at home,

in advance of class. Class becomes the place to work through problems, advance

concepts, and engage in collaborative learning. Instruction can be rethought to best maximize the scarcest

learning resource—time.

Socratic Questioning − Teaching With Questions!

Socrates' (469 BC - 399 BC) most important contribution to Western thought may be his Socratic Method − which solves a problem by breaking it down into a series of questions, the answers to which gradually lead to the problem solution.

"I cannot teach anybody anything, I can only make them think.“ ~ Socrates

Socratic Questioning − Teaching With Questions!

When you have a problem, you probably ask yourself, "what do I need to know to solve this problem?"

This is critical thinking! Your students MUST LEARN to do the same thing.

Thinking Begins with a Question, not an Answer.

Elements of the Experimental Group A special syllabus A “student understanding” form Instructors give students a thorough orientation to the

course, emphasizing how it will be taught, how they will be assessed, and what they should be striving to achieve.

Instructors explain to the students, when orienting them to the class, what will happen on a typical class day (and why)

Elements of the Experimental Group Explain that class time will be a time in which the students

will PRACTICE thinking (within the content) using the fundamental concepts and principles of the field

Systematically question students using a Socratic approach Design instruction so that students engage in routine practice

in internalizing and applying the concepts they are learning Use engaged lecture Use tactics that encourage active

learning Model skilled thinking for students

The Foundation for Critical Thinking

http://www.criticalthinking.org

Questions?