Critical Thinking and ICT Integration in a Western Australian Secondary School
Critical Thinking and ICT Integration in a Western Australian Secondary School
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西澳大利亚中学的批判性思维和信息通信技术整合
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发表时间：
2009
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通讯作者：
G. McMahon
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作者：
G. McMahon
国际计算机教育会议（ICCE，2002年）产生了400多篇论文。其中许多详细介绍了信息和通信技术如何应用于更高层次的思维技能，包括阿格纽（2002年），李（2002年）和托马斯（2002年）。Agnew（2002）重申，研究人员试图评估技术的使用是否对学生的学习产生重大影响。阿格纽（2002）继续解释说，鼓励学生发展更高层次的思维技能，结果是显着的。然而，没有正式说明如何观察或衡量这些技能的成就。虽然在高等教育一级研究了笔记本电脑和/或手提电脑在学习环境中的应用（Hewlett-Packard，2004年; Edith Cowen大学，2005年），但这一领域的研究在中等教育中还处于起步阶段，在西澳大利亚州的中学中开展的研究很少。Sherry和Jesse（2000）认为，虽然教育工作者似乎天生就“知道”技术会提高学生的成绩，但衡量这种提高是具有挑战性的。Branigan（2000年，在Sherry & Jesse，2000年，第2页）报告说，在教师在课堂上应用高度技术的情况下，标准化考试成绩也很高。Trucano（2005）支持这一论点，报告说计算机辅助教学（CAI）软件包的应用提高了数学和阅读的考试成绩。然而，他质疑这些分数的增加是否表明学生学习的普遍提高。由于学校的作用远比简单地产生好的考试成绩更重要，这些结果并不一定能提供对学生整体发展的洞察力。Trucano（2005）继续指出，尽管有许多研究的结果，信息和通信技术对学生成绩的影响仍然难以衡量。Sharma和黑格（2008年）加强了这一论点，他们进行了一项案例研究，探讨如何利用信息和通信技术发展教学法。他们的结论是，由于其他学习环境因素的影响，很难将信通技术的总体效果孤立出来。其他研究也纳入了学习环境因素。Wanpen和Fisher（2004）使用定性和定量技术来评估建构主义在计算机教室中的应用程度，并为进一步发展提供目标。他们的结论是，有可能操纵学习环境的因素，使其更有利于计算机类的学习。学生的反映表明，他们发现小组工作很有帮助，证明了协作学习方法的价值。O 'Dwyer、Russell、Bebell和Tucker-Seeley（2008年）在研究技术丰富的环境的定性要素时认为，当使用技术时，评估学生表现的传统方法可能无效。现有的工具往往衡量一般的关键和/或创造性的发展，而技术通常适用于特定的学习领域（罗素，2002年，在O 'Dwyer，Bebell和Tucker-Seeley，2008年）。麦克纳布、巴尔德斯、Nowakowsk和Hawkes（2004）也提出了类似的论点。在他们的研究应用技术发展的数学和科学教育，使用标准化测试的批评。诸如加州成就测试和伊利诺斯州年度增长测试等工具并不评估更高层次的思维或技术技能，也不评估这些技能发展的背景。为了确定ICT应用和学习环境中的其他因素之间的关系，以及高阶思维技能的发展，本文研究了以下问题：1。计算机技术在多大程度上融入了教学环境？…
Introduction The International Conference on Computers in Education (ICCE, 2002) generated over 400 papers. Many of these detailed how ICT can be applied to higher order thinking skills, including Agnew (2002), Lee (2002) and Thomas (2002). Agnew (2002) iterated that researchers have tried to evaluate whether or not the use of technology has a major impact on student learning. Agnew (2002) continues by explaining that students are encouraged to develop higher order thinking skills, and that the results have been significant. However, no formal statement about how the achievement of these skills have been observed or measured has been made. While the application of notebook and/or hand-held computers within the learning environment has been examined at the tertiary level (Hewlett-Packard, 2004; Edith Cowen University, 2005) this area of research is in its infancy in secondary education, and little has been conducted within Western Australian secondary schools. Sherry and Jesse (2000) suggested that while educators seem to inherently 'know' that technology increases student achievement, measuring the increase is challenging. Branigan (2000, in Sherry & Jesse, 2000, p. 2) reported that in cases where teachers have applied a high degree of technology within the classroom, standardized test scores also were high. Trucano (2005) supports this argument, reporting that the application of Computer Aided Instruction (CAI) packages has resulted in improved test scores for mathematics and reading. However, he queries that these increased scores are indicative of a general increase in student learning. As schools have a far more important role than simply producing good test scores these results do not necessarily provide insight into overall student development. Trucano (2005) continues by arguing that, despite the results of many studies, the influence of ICT on student achievement is still difficult to measure. This argument is reinforced by Sharma and Haigh (2008) who conducted a case study to examine how ICT is used to develop pedagogy. They concluded that the overall effect of ICT was difficult to isolate, due to the influence of other learning environment factors. Other studies have incorporated learning environment factors. Wanpen and Fisher (2004) used qualitative and quantitative techniques to assess the extent to which constructivism has been incorporated within computer classrooms, and to provide goals for further development. They concluded that it is possible to manipulate factors of the learning environment to make it more conducive for study in computer classes. Student reflections suggest that they found small group work helpful, demonstrating the value of a collaborative approach to learning. Whilst examining the qualitative elements of a technology-rich environment, O'Dwyer, Russell, Bebell and Tucker-Seeley (2008) argued that traditional methods of assessing student performance may not be valid when technology is used. Existing instruments tend to measure critical and/or creative development in general terms, whereas technology is usually applied to specific learning areas (Russell, 2002, in O'Dwyer, Bebell, & Tucker-Seeley, 2008). A similar argument was forwarded by McNabb, Valdez, Nowakowsk, and Hawkes (2004). In their study of the application of technology to the development of mathematics and science education, the use of standardised testing is criticised. Instruments such as the California Achievement Test and Illinois Measure of Annual Growth Exam do not evaluate higher order thinking or technology skills, or the context in which these skills are developed. To determine the relationships between ICT application, and other factors within the learning environment, and the development of higher order thinking skills, this paper examines the questions: 1. To what extent is computer-based technology integrated in the teaching-learning environment? …