Computers as Mindtools for Engaging Learners in Critical Thinking

3Rs x 7Cs = 21st Century Learning

Three of the seven Cs skills that are crucial for our children in the Digital Age are Critical Thinking, Collaboration and Computing (Bernie Tilling as cited in Anonymous, 2005). Whilst critical thinking seeps into the heart of the curriculum in schools, instructional technologists are encouraging educators to use Mindtools or computer applications to engage learners to critically think about the content they are studying (Jonassen, 1996). Such Mindtools are said to be “unintelligent” and only facilitate the learner who will plan, make decisions and self-regulate his or her own learning. As argued by Kozma who advocated that various media can indeed influence learning, Mindtools can be considered forms of media that are developed to help students think deeply about what they are studying.

Among the various Mindtools, I am especially fascinated by Semantic Networking tools that provide visual screen tools for producing concept maps. Programs such as Mind Mapper and Inspiration enable learners to interrelate the ideas they are studying in multi-dimensional network of concepts. Such software allows learners to utilize the mind’s ability to understand and remember visual information. Learners are able to work in teams (collaborate) and brainstorm on which images to use when representing a concept and when linking symbols. The once, unresponsive learners can be more active, strategic learners when they achieve metacognition. Cooperative learning also allows these learners to share responsibility for learning when they work together in small groups to improve their maps. As a result, learners gain and retain a better understanding of concepts and demonstrate knowledge, thus improving their performance across the curriculum.

It is believed that the quickest way to learn about something is to teach it. Mindtools requires the learner to actually teach the computer. When learners develop their mind maps or databases, they are constructing their own “conceptualization of the organization of a content domain” (Jonassen, Carr, & Yueh, 1998). Hence, Mindtools represent a constructivist use of technology. Here, learners participate actively in the environment in ways that are intended to help them construct their own knowledge; rather than have the teacher interpret information and ensure that learners understand those information as they have been told to them. The incorporation of cognitive and affective thinking skills into the daily curriculum and instructions are highly recommended by Richard Paul and his colleagues at the Foundation for Critical Thinking (Black, 2005). They believe that through Mindtools, students will be able to transfer insights to new contexts, analyze arguments and interpretations, and develop intellectual integrity whilst suspending judgment.

Costs aside (most Mindtools software is readily available and affordable), Mindtools are also reasonably easy to learn. As with most construction tools, we need to know their functionalities before we can hammer away and build the proverbial tree house. The same principle applies to Mindtools or “tools for the mind”; they remain useless unless we know how to utilize them to enhance our knowledge. And once we have mastered that knowledge, the possibilities for learning are endless.

References:

Anonymous (2005, November). Special Report: Envisioning the Future. New Essential Skills. Technology & Learning, 26(4), 11.

Black, S. (2005, February). Teaching Students to Think Critically. The Education Digest, 70(6), 42.

Jonassen, D. H. (1996). Computers in the classroom: Mindtools for critical thinking. Columbus, OH: Merrill/Prentice Hall.

Jonassen, D. H., Carr, C. & Yueh, H-P. (1998, March). Computers as Mindtools for Engaging Learners in Critical Thinking. TechTrends, 43(2), 24.

Kozma, R. (1994). Will media influence learning? Reframing the debate. Educational Technology, Research and Development, 42(2), 7-19.