ELECTRONIC CLASSROOM

Computer Genres That Help Students Think! by Carol A. Brown A genre is a classification system selecting the best resource for a method of investigation, and that places different instructional particular thinking skill or process. summary of conclusions. Each materials into neat categories that Core thinking skills, for example, level of processing is important for help teachers choose what to use and are used for surface-level thinking, successfully completing a science when. Content area, developmental such as organizing a list of supplies project. When planning computer- level, and student interests often and resources needed for a science integrated lessons associated with drive these decisions. Similarly, project. Complex processing would various levels of thinking, teachers computer software can be placed be required to generate a display should consider which software is within genres to aid teachers in describing the project’s hypothesis, most appropriate.

42 KAPPA DELTA PI RECORD • FALL 2005 Drill and Tutorial rather, this of software should are excellent tools for modifying Core thinking skills often are matched be saved for practice and review. Use inaccurate mental models and with software genres that promote tutorials for enhancing what has been aligning these with scientifically quick recall of basic facts and that taught by the teacher or to reinforce accurate models (Mayer 2002). have great potential for automatizing concepts with students in need of Students must generate solutions to certain skills (Sewell 1990). Mental additional instruction. Use drills for real-world problems based on logic energy used to rehearse the steps of basic recall, such as math facts, states and analytical thinking skills. These a procedure or recall the attributes of and their capitals, or typing skills. The programs are especially useful when a simple concept drains the energies computer never should be used as a the topic is immersed in a dangerous needed for higher-level processes replacement for the teacher (Vockell environment or when interaction is (Mayer 2002). When students can and Van Deusen 1989). Even the most physically impossible. The sounds, complete a task automatically (e.g., sophisticated tutorials are unable to sights, and smells associated with the steps in long division) and recall respond to students in the reciprocal Amazon rainforest or a virtual field trip necessary facts efficiently (e.g., manner of a live teacher. to a seemingly impossible location multiplication tables), the cognitive for a group of school children are load is reduced, leading to increased Productivity examples of how generative software mental energy and thinking capacity Productivity software includes can be used in the classroom. (Park and Hannafin 1993). word processing, spreadsheet, and Inquiry learning requires gather- Software categories within this database applications. The efficient ing and presenting informational genre include drills, multimedia use of spelling and grammar checks materials for a project or problem tutorials, learning games, reading in word processors allows students statement. One popular model programs (e.g., to devote full mental energies to the for inquiry-based learning is the Accelerated ReaderTM), and integrated writing process. Because less energy is WebQuest project (Milson and learning systems. When using expended on writing mechanics, more Downey 2001). Projects available integrated learning systems (e.g., energy is available for comprehension, from the official WebQuest site SuccessMaker® Enterprise by Pearson; as students produce summaries and (http://webquest.sdsu.edu) are Academy of READING® by AutoSkill®), outlines from information received in well-designed and include all the the classroom teacher might consider class or from reading assignments. components for engaging students presenting the tutorial lesson using Spreadsheets can be helpful in in meaningful thinking processes. a digital projector or large-screen understanding how numeric variables For older students, the design monitor for whole-class or small-group are interrelated and how changes in and development of an original instruction. Most integrated learning outcomes can be predicted. Charts WebQuest project takes complex systems have options for altering or and graphs generated by spreadsheet thinking to a higher dimension and delaying the sequence of skills, which applications are excellent tools for requires processes for identifying the allows the teacher to guide class helping students think about what the problem and evaluating the resources discussion while progressing through numbers represent. When students needed to generate solutions. The the software. use database applications (e.g. student assumes the role of both To select skills-based software Microsoft® Access or Works) to design tutor and tutee, leading to authentic confidently, follow these rules of their own files, considerable thought learning experiences. The teacher thumb: must be given to category names and facilitates both processes, which is • Make sure that the software how assigning field names impacts representative of what students will includes instructions. successful queries. Productivity • Evaluate the software in advance software can enhance core thinking Carol A. Brown teaches school media to ensure that feedback on and facilitate the transition to more and technology in the Department of incorrect answers prompts complex thinking processes. Educational Technology and Distance students to try again or search for Instruction at East Carolina University. the correct answer. Generative Her research interests include integrat- • Several practice sets should Generative software includes ing multimedia technology into K–12 be presented before scoring is computer resources that help classrooms and best use of computers to recorded. students construct (or generate) enhance learning. She serves as Coun- Do not use drill-in-practice software new ideas and understanding of a selor of the Eta Chi Chapter of Kappa for teaching new skills and concepts; topic. Computerized simulations Delta Pi.

KAPPA DELTA PI RECORD • FALL 2005 43 encounter in their future professions Organization and for students. The main advantage and workplaces. Integration of portfolio assessment, however, is As a culminating activity for Specific genres of software can in the metacognitive processes that inquiry-based projects, students should help students see patterns and enable students to match the quality be able to report their findings in a identify connections between of their work to a content area, logical and elaborative presentation. pieces of information through the standard, or competency. Elaboration refers to thinking processes organizational process. Flowcharting that require students to add new software, such as Inspiration® or Final Thoughts and original ideas to enhance basic Thinking Maps®, generates graphic Most teachers are hard-pressed information gathered from an outside organizers. These tools are excellent to successfully incorporate both source. Presentation software (e.g., for helping students to make problem solving and basic skill Microsoft® PowerPoint®) can be used connections between basic facts mastery during the instructional minutes available during the school week. The pressure of preparing students for recall and application “To effectively integrate computers of knowledge can be reduced by planning instruction around core and into teaching, students’ thinking complex thinking processes. Students need both levels to be successful skills must be a priority.” problem solvers and to master basic knowledge and skills (North Central Regional Educational Laboratory to enhance elaborative thinking and related descriptive information 1999). by generating dynamic electronic included in a K–12 standard To effectively integrate displays. When students expand on curriculum. computers into teaching, students’ an idea using analogy, examples, and Using hypermedia resources also thinking skills must be a priority. The visual representations, recall improves enhances the processes for making goal is to align thinking processes and performance on tests is better mental connections and adding new appropriately with the software’s (Morrison, Lowther, and DeMeulle information to current understanding. function. By categorizing software by 1999). Electronic encyclopedias and online genre and matching it to the desired informational resources often have thinking skills, teachers can plan Information Gathering links to supporting information lesson activities which teach discrete Internet tools for information (scaffolds) that help students build a skills as well as complex processes gathering can help students personal understanding of new ideas that will prepare students for a understand a particular topic or and concepts. lifetime of problem solving. concept. Curriculum Pathways®, a product of SAS inSchool® (www. Evaluative and Reflective References Hebert, E. A. 2001. The power of portfolios: What chil- sasinschool.com/index.shtml), is Web- Reflective thinking often is associated dren can teach us about learning and assessment. San Francisco, CA: Jossey-Bass. based software with in-depth support with the use of electronic portfolios. Mayer, R. E. 2002. Cognitive theory and the design of multimedia instruction: An example of the for the teacher and rich multimedia Teachers can extend portfolio two-way street between cognition and instruc- tion. New Directions in Teaching and Learning tutorials for students. Before assessment to include metacognitive 89(March): 55–71. completing lessons, students must processes that help the student Milson, A. J., and P. Downey. 2001. WebQuest: Using Internet resources for cooperative inquiry. Social sift through information to determine evaluate whether his or her work Education 65(3): 144–47. Morrison, G. R., D. L. Lowther, and L. DeMeulle. 1999. what is important and relevant to a is representative of a curriculum Integrating computer technology into the classroom. Upper Saddle River, NJ: Merrill. particular problem statement and competency or skill (Hebert 2001). North Central Regional Educational Laboratory. 1999. Critical issue: Using technology to improve stu- locate what might be needed for Electronic portfolios can be as dent achievement. Naperville, IL: NCREL. Available at: www.ncrel.org/sdrs/areas/issues/methods/ answering specific research questions. simple as a word-processed with technlgy/te800.htm. Park, I., and M. J. Hannafin. 1993. Empirically-based Analytical thinking to differentiate hyperlinks or an elaborately designed guidelines for the design of interactive multi- relevant from irrelevant information multimedia product complete with media. Educational Technology Research and Development 41(3): 63–85. requires complex processes typical of narration and video. Developing Sewell, D. F. 1990. New tools for new minds. New York: St. Martin’s Press. academic work in higher education electronic files can be - Vockell, E., and R. M. van Deusen. 1989. The Computer and higher-order thinking skills. Watsonville, CA: and within most professional settings. consuming, but quite motivational Mitchell Publishing.

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