Session S1B DOES THE INTEGRATION OF TECHNOLOGY IN A SMART E-CLASSROOM SUPPORT THE ACQUISITION OF CRITICAL THINKING SKILLS? Jean F. Coppola1 and Barbara A. Thomas2 Abstract In recent years, the number of electronic classrooms in schools has rapidly increased. Often rooms are converted with lack of planning and limited funding to support multiple disciplines and learning styles. Little evidence exists of how technology in the classroom can affect higher order learning skills on the adult learner. In this work-in-progress, preliminary results of the integration of a smart e-classroom with various technologies assessed with a validated critical thinking instrument in two sections of an introductory graduate information systems course are discussed. The electronic classroom contained a computedcontrolled system integrated in a room designed with strict attention given to ergonomics and environmental conditions. Students in both sections of a course taught by the same instructor were tested for critical thinking skills at the beginning and end of a 14-week semester utilizing the exact syllabi. Preliminary results show that technology had a positive effect on the acquisition of skills. Index Terms Adult Learner, Critical Thinking, Higher Education, Technology Integration, Smart E-Classroom.
INTRODUCTION Over the last several years, schools have greatly increased the number of electronic classrooms [1]. The need for this technology has prompted higher education administrators to allocate funds for e-classroom deployment. As institutions struggle to keep up with the demand for this technology many questions arise as to the educational merit and the influence on students. The effect is translated to the end product or student who graduates with the ability to problem solve in the “real world” while thinking critically in jobs that require such skills [2].
BACKGROUND/OBJECTIVE Pace University (New York) has been developing and refining interactive smart electronic computer-controlled classrooms since 1997 to enhance educational experiences. As large sums of funds are necessary for implementing these e-classrooms, administration kept asking if the rooms were being used for instruction beyond PowerPoint®. Faculty asked if the integration of technology in a smart e-classroom supports the acquisition of critical thinking skills. Studies have discussed the concept of well-designed interactive multimedia software applications that could focus on
acquisition of higher-order thinking and problem-solving skills [3]. One major objective was to implement eclassrooms that could move students from memorizing facts to engaging them in the learning process in order to increase critical thinking and higher order skills by seamlessly integrating the technology into the curriculum.
M ETHODOLOGY The e-classroom was designed with features that enhance the overall teaching/learning environment. An effective instructor, according to student evaluations, was trained for the study. Faculty development focused on content delivery integrating technology in the classroom and utilizing software for their course curriculum. The study also incorporated: a) a teamwork system utilizing monitors, audio, and keyboard controls b) recessed furniture grouped clearly in conjunction with teamwork mode interfaces c) additional technology tools, i.e., electronic chalkboard, VHS, course management system d) faculty modification of course activities to effectively and efficiently use technology including student-centered group activities to manage information flow and interactions between students. A validated critical thinking instrument, California Critical Thinking Skills Test (CCTST), was administered to the control and e-classroom group at the start and end of a 14week semester.
DISCUSSION/CONCLUSION The preliminary results obtained from the CCTSTindicates that technology integration has a positive effect on students’ acquisition of critical thinking skills. Moreover, effective teacher skills, room characteristics, and student interactions contributes to student satis faction. The traditional chalkboard classroom in comparison did not yield an increase in critical thinking skills.
REFERENCES [1] [2]
[3]
Nantz, K.S., & Lundgren, T.D., “Lecturing with technology”. College Teaching, 46, 1998, 53-56. Facione, P.A., Facione, N.C., & Giancarlo, C.A., “The Motivation to Think in Working and Learning”, In E. Jones (Ed.), New Directions for Higher Education series, Setting Expectations for Student Learning. San Francisco: Jossey-Bass, 1997. Stoney, S., & Oliver, R. “Can Higher Order Thinking and Cognitive Engagement Be Enhanced with Multimedia?”, Interactive Media Electronic Journal of Computer-Enhanced Learning, 2(7), 1999.
1
Jean F. Coppola, Pace University, Information Technology and School of Computer Science and Information Systems, 235 Elm Road West Hall 100, Briarcliff, NY 10510
[email protected] 2 Barbara A. Thomas, Pace University, Lienhard School of Nursing, 861 Bedford Road, Pleasantville, NY 10510
[email protected]
0-7803-7444-4/02/$17.00 © 2002 IEEE November 6 - 9, 2002, Boston, MA 32 nd ASEE/IEEE Frontiers in Education Conference S1B-7
