From Ability to Action: Technology-Integrated Instruction for Critical-Thinking Dispositions
Lars Leader, Dept of Curriculum & Instructional Technology, Valdosta State University, United States ; James Middleton, Curriculum & Instruction, Arizona State University, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This review of research generates principles for the design of instructional programs that incorporate technology to foster critical-thinking dispositions. The dispositional aspect of critical thinking may be considered part of attitudinal memory, readily activated if sufficiently strong. We describe evidence suggesting that ill-structured problem solving can provide learners with motivating activities that strengthen critical-thinking dispositions, thus fostering the sensitivity to occasion and inclination for engaging in critical-thinking practices. The Jasper Series is reviewed as a program for mathematics learning that incorporates five important attitude-strengthening elements (Fazio, 1995) into ill-structured problem-solving activities. Evidence is provided to demonstrate how the design of this program provides activities that promote critical-thinking dispositions.
Leader, L. & Middleton, J. (2003). From Ability to Action: Technology-Integrated Instruction for Critical-Thinking Dispositions. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 1360-1367). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).