K-12 School Computer Networking/Chapter 25/Distance Learning: Web 2.0, Mindtools and more

One of the biggest challenges for technology in education is actually not designing curriculum that suits each student or subject, but educating teachers not only who have the sole responsibility of introducing this method to students, but who have spent decades doing things the traditional way. Technology as powerful tools promote a depth of understanding that corresponds with rising educational standards which in turn emphasize deep understanding, critical thinking skills, and ability to apply learned material to real-life situations. Students are already using technology as part of their daily routine; blogging, social networking, using search engines like Google, Yahoo etc., sharing thoughts, media content and opinions with friends, family and strangers. Students are indeed empowered when technology is successfully integrated with school work and curriculum, allowing students to explore, research, discipline and learn through technology. Technology-infused projects like the one offered in the sample social studies unit below, should bring attention to the process of learning how to construct knowledge. The potential for technology to facilitate this process is the reason it is relevant in designing a unit that incorporates the use of technology and especially mind tools.

In a New York Times article, “At School, Technology Starts to Turn a Corner,” by Steve Lohr (New York Times August 16, 2008), Lohr wrote “The project-based approach, some educators say, encourages active learning and produces better performance in class and on standardized tests”. As a technological optimist myself, I agree with this. Teaching with project based curriculums is one of the best methods of igniting a classroom setting. Since it combines the classroom with web and technological projects, the students have a taste of both worlds. Students in 7th grade are expected to learn a variety of facts associated with the American historical period, as well as a range of skills pertinent to any discipline in the humanities at the secondary school level. In designing this single unit that would be part of a curriculum, the distinctive element is that though the content will be taught by the teacher, independent research and the use of various technology, Web 2.0 and mind tools will be conducted by students in such a way as to provide answers to the unit’s Essential Questions.

Designing a unit: To help the teacher structure his or her teaching around these Essential Questions, the unit includes a short list of Enduring Understandings that connect to the overarching question. The goal of designing this unit is to teach American history not only in an engaging way that leads students to a better understanding both of the history of our country and of themselves as current participants in this unfolding society, but teach and promote technological learning, discipline and a higher level of critical thinking.

Plato and Dewey believed that students should recognize individual differences and use this knowledge to work cooperatively in society (Walker & Soltis 2004, p.16). When students are able to see the ways in which different values play a significant part in the lives and actions of individuals, and therefore in history, they will be better prepared to cope in today’s society where collaboration with individuals holding different values becomes reality. The hope is that, by bringing technology, web 2.0 and mind tools into focus to form a project based unit, the teacher will encourage students to utilize these tools to guide and promote their own decision-making process in collaborative work.

Finally, this unit provides a rich learning framework that is developmentally appropriate and also includes the concepts and content of collaboration that encourages a climate of shared inquiry, risk-taking, brainstorming and appreciation of history at the same time. In addition, the content and concepts in the unit will encourage students to employ higher level thinking and problem solving skills in order to research, re-enact, or re-create the past while utilizing today’s tools.

Mindtools:

INTRODUCTION to mind tools, technology and the unit: What are mind tools and to what extent do they affect the learning process? Mind Tools work as learning partners or assistants, facilitating and engaging in critical thinking as well as higher order learning. Multiple skills such as focusing skills, organizing skills, analyzing skills, integrating skills and evaluating skills are involved in critical thinking. Mind Tools are described by Jonassen as "a way of using a computer application program to engage learners in constructive, higher-order, critical thinking about the subjects they are studying". Indeed, they are. They consist of technology based conceptual tools. These tools can be internal [e.g. self-talk, memory devices, strategies) or external (e.g. computer hardware and software) to the learner. With reference to computer-based mind tools, this means moving away from software that simply presents information to the learner, and towards software that the learner can use to develop their own understandings [by collecting, organizing, and analyzing information]. Mind Tools can be used to teach critical thinking and problem solving, as well as to develop or even change the perception of concepts. Examples of mind tools are: Concept Maps, Computer conferencing, Graphic software, Hypermedia designing software, Word Processors, Database tools, Spreadsheets and Networking (i.e. chat) Learning with cognitive tools or mind tools refers to "the mindful engagement of learners in the tasks afforded by these tools and the possibility of qualitatively upgrading the performance of the joint system of learner plus technology." In other words, when students work with computer technology, instead of being controlled by it, they enhance the capabilities of the computer, and the computer enhances their thinking and learning. Each of the following mind tools encourage: Communication and leadership skills, Problem Solving, Decision Making, Project Management and improve memory. They however qualify as mind tools because they engage learners in constructive, higher-order, critical thinking about the subjects they are studying. The main ingredients offered by Jonassen.

Mind Tools in problem solving: Students will begin the project by researching and bookmarking pages that will provide useful information towards processing and understanding the historical sense of Native Americans. They will create a group in Delicious and tag researched pages of articles and journals with "ProjectCurriculum, Native Americans and Explorers". They will share their individual researched journals and articles and decide collectively on which articles to divide and read and then write short annotative bibliographies that will in turn familiarize each group member with the reading. Students will compile their Annotative Bibliographies and upload it to Google documents, sharing one main document titled " Who were Native Americans" where each student can read the Annotated Bibliographies each wrote, and correct or add information. The second stage involves utilizing flickr to find images that will help support the journals. Finally, myWebspiration will be used to create a visual concept map of the history and journey of the Native Americans until present day.  The teacher will provide information on several technology and mind tools to aid in designing a collaborative online journal that will be presented. Goal: Through the entire project students will understand that a world existed long before Columbus and the Europeans arrived. But most importantly, they will learn to work as a group using technology, some of the mind tools stated above.

References:

D.H. Jonassen, C. Carr, H-P Yueh. (March 1998), Computers as Mindtools for Engaging Learners in Critical Thinking.

“At School, Technology Starts to Turn a Corner,” by Steve Lohr, New York Times August 16, 2008 Decker, W and Soltis, J. (Aug. 2004). Curriculum And Aims (Thinking About Education Series)

Jonassen, D., Howland, J., Marra, R.M., & Crismond, D. (2008.) Meaningful learning with technology. Upper Saddle River, NJ: Pearson.

Lovin, R. (1988). The School and the Articulation of Values. American Journal of Education, 96(2), 143-161. Wiggins G. & McTighe J., (2004) Understanding by Design. Expanded 2nd Edition. Association for Supervision and Curriculum Development