High-Tech Vs Higher Order Thinking

“We should not take the whole technology without any filtering. The technology that we may use in the education should be an appropriate technology”

Appropriate Technology is the most learning effective, cost effective technology "available" for illustrating and communicating, while stimulating curiosity, enthusiasm, creativity, innovation, and active student participation in the learning process.

When my friend, Mr. Richard was working as an education technologist overseas at a university during the day, he taught electronics to people working in the electronics industry in the evening. The learning technologies that he chose were based upon the learners past academic history (not grades) and their entry level understanding of the basic principles of electronics.

For instance, he found that using simple technologies for instance bottles with holes and water was the best technology for conveying understanding and clarifying issues like Voltage, Current and Resistance. Even though he had access to a wide range of higher technologies he found that basic technologies (which raise the learners curiosity and participation) where they learn through "discovery principles" were most effective in achieving true understanding and higher order thinking skill.

When he was teaching mathematics (in electronics he use a lot of math) he always came back to the whiteboard as the most effective technology for "developing understanding", because all students could participate easily and contribute to the development on the whiteboard without the need for specific skills in using the technology.

Often the students had not used math for several years and the more complex formulas sometimes posed difficulties so he would break them down into steps using basic math processes, during which the students could contribute and thus reinforce their confidence until they felt confident enough to utilize more complex formulas effectively. Again participation in the process he believes is critical (even for large groups of learners).

He could have used higher technologies but he believes that the whiteboard is one of the most effective tools because of its simplicity and the fact that it is always ready when we need it. The white/black board is still the most used learning medium globally (and it's always ON :-).

When he teaches now, he still rely upon simple technologies, even though he have 8 computers now (3 laptops and 5 desktops) because of the issues of student activity raised above, but also because he can conducts the lesson effectively anywhere without concerns for power failures and technical problems, and he still believes that they are the most effective for creating an active-learning environment even though in his technology profession he uses all the latest technologies.

Therefore, with his experience, we can see that higher order thinking skill should be our priority. However, it doesn’t mean that we discredited high-tech. Our brain (and imagination) is still the best technology for generating learner interest and stimulating the learning process.

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Girls’ Phobia on ICT: Reality or Perception?

“Have you ever been taught by an ICT teacher which is women? The result is 1:4 for the respondents who say yes oppose to say no.”

     In the early years of the Internet, the typical user was young, male and most likely to be American. In the last ten years, the picture has changed significantly, with women representing a larger proportion of internet users, at a range of different ages. However there is still concern among both governments and the ICT industry that most of girls are ICT Phobia – is this reality, or just perception?

ICT activities: boys vs girls

Research reveals that girls and women use computer technology widely but in different ways to boys and men. DiDio (1996) and Brimmer (1997) found that girls use ICT for social reasons such as chatting and meeting people whereas boys tend to be more interested in playing games, hacking and learning about technology.  Girls are keener on creative technologies for artistic expression.

Educational achievement in ICT between girls and boys

There is very little difference between boys and girls in terms of achievement in ICT studies, although their self-perception is different. Girls tend to understate their skills whereas boys usually overestimate their competence. It is according to a research conducted by Infodev on “Women and ICT: Why are girls still not attracted to ICT studies and careers?” at secondary school level.

Girls often report that they enjoy studying ICT. In countries where girl is not enjoy studying ICT, it is typically due to an over-emphasis on pure programming skills in the curriculum which is kind of programming which is typically less attractive to girls compared to e.g. multimedia skills.

The causes of the problem

Girls, compared to boys, are more influenced by role models in their environment whether ‘close’ role models such as parents, teachers and family or ‘distant’ role models such as famous actresses and musicians. It is clear that the lack of ICT oriented role models is a discouraging factor for girls.

Another key issue is that parents, school guidance counselors and teachers lack knowledge of ICT studies and careers: they thus do not encourage students who express interest in such areas, as they perceive ICT as a field where there are good career opportunities for girls.

How ICT subjects are taught in schools also has a major impact on girls’ attitudes towards these subjects, according to Newmarch, Taylor-Steele and Cumpston (2000) who found that girls considered ICT subjects to be too theoretical, rigidly structured and boring. Girls in the study commented that they found working on individual projects to be less rewarding and satisfying than working on group projects.

The interesting point is that some popular movie show women actively engaged with computer technology depict them as encountering danger or harassment as a result of their technology use. For example, Sandra Bullock in The Net and Sigourney Weaver in Copycat are both victimized on account of their use of computers (Rowan, Knobel, Bigum and Lankshear, 2002).

What can teachers do?

·        Introduce students to a wide variety of computing applications in order to develop an appreciation of the possible uses of computers (e.g. using ICT tools as part of language lessons).

·        Dispel inaccurate images of computers and IT careers through direct experience with positive role models. schools (e.g. through inviting guest speakers in schools, or visiting local IT company facilities/university departments).

·         Explain explicitly to students the connections between ICT subject content and the world of work.

·         Integrate computer use across the curriculum to invite more girls into technology through a broad range of subjects.

·        Communicate to students the information that all jobs in the future will involve the use of more and more ICT.

·         Challenge and critique stereotypes about gender and ICT, involve more female IT professionals and female IT students in careers activities

·        Build informal ICT activities, such as computer clubs, alongside the school curriculum that give young people the space to ‘play’ with ICT.