ICT and Critical Thinking

As discussed in the previous chapters, going digital and virtual has become the norm of learning in the twenty-first century, learning critical thinking being no exception. Though a couple of studies on teaching critical thinking using virtual/digital/online tools were presented, this chapter focuses only on the use of different virtual tools or teaching techniques to develop critical thinking. The first article in this chapter is on fostering critical thinking dispositions (different from CT skills; i.e.; willingness to think critically) by technology teachers. The authors proposed a framework to develop thinking that identified 6 critical thinking skills and 7 CT dispositions through questions and discussions: assessment, environment, and questioning. It is also to be remembered that the major strategies used to complete the tasks are eight strategies in number. The second article in this chapter is on digital storytelling to help Egyptian learners produce their own digital stories thereby engaging the learners in authentic learning tasks that develop creativity and critical thinking. Digital story telling has succeeded in increasing the creativity in the students organizing and expressing ideas. If technology’s potential is used appropriately, students’ imagination will be captured to make meaningful stories. The study also insists on the role of teachers and their knowledge in creating more engaging and encouraging opportunities to learn and build their learning communities. The third article is on how effective digital story telling is in meaningfully engaging students in the deep learning process learning process. Digital storytelling, a multimedia production for educational purpose, is proved to be a powerful tool to create exciting learning environments as a result of integrating instruction and learning which was similar to what is indicated in the previous article. The fourth article is on good practices of online communication and interaction with the help of learning strategies, particularly in the context of distance learning where the roles of teachers and learners have been transformed where they are physically away from each other. It is concluded that the teachers should create that virtual environment for the learners to freely interact with the teachers and with the peers to discuss the course content. The fifth article is on transforming learning to smart learning environment with a specific case study on Intel education initiatives. The initiative started with training teachers to integrate technology into the regular lessons that help improve problem solving, critical thinking and collaborative learning skills. This study presented the effective ways of integrating technology into classrooms and says that this paradigm shift that resulted in engaging learners in smart learning. The sixth article of this chapter and, also the book, is a study on how google groups help in leverage effective collaborative learning. The study suggests that networking among students.