effectively using digital tools to enhance self-directed learning and critical thinking

Effectively Using Digital Tools to Enhance Self-Directed Learning

and Critical Thinking

Dr. Nancy Hyland (nhyland@argosy.edu)Dr. Jeannine Kranzow (jkranzow@argosy.edu

Faculty and Student insights

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Introduction

Overview of the Technological Challenges Facing Higher Education

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From Gartner’s 2008 top strategic technologies:• Green IT• Unified communications• Business process modeling• Virtualization • Web platform and "cloud computing"• Real world web• Social software

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PurposeDiscovering ways for faculty to empower student use of Information and Computing Technologies (ICT) to increase self-direction and critical thinking

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Opportunity or Threat

“The potential for ICT to enhance extend and change the role of the teacher can be perceived as an exciting opportunity or a confidence crushing threat”

Loveless, 1998, p. 1272

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Framework Constructivism Self-Directed Learning Critical thinking

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Technology The gap (between what could be and what often

seems to be the case).

Example: Angeli, Valanides, & Bonk (2003) Investigating Communication in Web Environments

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Quantity of Information does not equalcritical thinking (Hall, 2005).

***********************************Facilitators can guide students and help them see ways in which ICTs can support self-directed learning (Lesley, 2008)

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Facilitator Role

Self-Directed Learning

Online learning renewed interest in SDLChou & Chen, 2008

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Critical ThinkingFacione & Facione, 2007“…comes down to reflective decision-making

and thoughtful problem-solving about what to do or believe” (p. 40).

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Interdependent Model of Technology/SDL/Technology

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Critical Thinking

Self-Directed Learning

Technolgoy

Population/ Sample

92 graduate Education Leadership students• Students = Majority female• Blended or in residence courses Fall 2010

8 faculty• Core and adjunct

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Instrumentation & Procedures Anonymous survey of students and faculty

First month of class

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Findings79% attribute technology tools to being abetter student

E-text and e-libraries• Potential for critical thinking and SDL

behaviors

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“BETTER” - defined (by students in thesurvey) as usage as opposed to higher levelthinking “Students use technology to organize

themselves and make better presentations”

“It allows a student to become more professional and up-to-date.”

“Technology gives a larger tool chest to pull from”

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Findings(When technology distracts)

61% purchased hard copy of a digitally available text• Reasons:

Lack of training Insufficient time prior to adoption

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Importance of Trainings“The danger is that technology drives the pedagogy and

that it encourages a ‘transmission’ approach…” (Unwin, 2007, p. 9)

Faculty findings similar to students Training avoids:

Lack of engagement with material Focus on managing the tool

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Faculty Implications

… what higher education institutions need is a climate: (1) that encourages attempts to improve learning and teaching, (2) where pedagogical and curriculum concerns drive technological developments rather than vice versa, (3) where the best about the old way of doing things is adapted to meet new requirements

(Hannan, 2005, p.975)

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Institutional Implications

In order for these communities to be effective instruments in this process, institutional administration must adopt a culture which supports these efforts for faculty members to work alongside other professionals toward a common goal in a comfortable environment (Unwin, 2007; Lave & Wenger, 1991).

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Student Implications & Role

Perceive e-libraries and e-texts as having potential for increasing skills such as analysis, evaluation, and synthesis:• Instead of simply:• Organizational efficiencies• Time management

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Conclusion Faculty can be the conduit between

student, technology, and Self-Directed Learning if all conditions are present 1) pedagogy 2) technology PD and 3) appropriately designed curriculum (designed with specific technologies in mind)

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