Teaching Critical Thinking on the Internet
Posted by Lydia Kyei-Blankson on October 21 2013 at 9:11 p.m.
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Posted by Lydia Kyei-Blankson on October 21 2013 at 9:11 p.m.
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Welcome to the discussion! I hope to learn from you more strategies on how to teach teacher candidates critical thinking skills in the internet.
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If you are not able to access my presentation, I can email it you: ntulesth@isu.edu.
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we are looking for feedback on this presentation- Teaching Critical Thinking on the Internet: Skills Teacher Candidates Need to Access Effective Online Resources
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Esther,
I think this is a compelling question that many institutions are struggling with currently. With the ease of access to the Internet for students, it is very important that students be taught and understand the substantive differences between a reputable, scholarly source and a blog or other sites that promote opinion as fact.
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Hi Esther. Christopher Larsen and Bob Wadholm here. Your abstract above has given us cause for some lively discussion on our end, and we thought you might be interested…
So the analogous model (admittedly a poor one) that I came up with was, “Teachers are like faucets. They don’t necessarily retain the water. Instead, they move the water (knowledge) from the reservoir to the sink.”
NOT the best analogy! Because obviously knowledge isn’t subtracted from one brain to another. It’s all addition. Also, because when knowledge “passes through” the teacher, it is learned and retained there as well.
However, I offer this analogous model in contrast to the notion that teachers are the vessel of knowledge about critical thinking, internet searching, the meaning of life – or any other topic. As you well know, many people think of education with this analogous model in mind. That’s a very teacher-centric approach.
So the question here is whether you are suggesting that student teachers are taught how to effectively employ search engines for learning…or, are you suggesting that student teachers are instead taught how to effectively scaffold, script, and coach learners to effective employ search engines?
Said another way, a student teacher of math isn’t taught math with the express purpose of knowing how to do math. They’re taught how to scaffold, script, and coach learners through techniques for learning math.
We aren’t making an argument for which heuristic approach is better. We’re instead asking you which heuristic approach are you proposing?
Are the student teachers learning critical thinking to become critical thinkers? Or are they learning critical thinking to become competent models for their students? Or are you proposing the student teachers merely learn teaching techniques to help students become critical thinkers?
How might you address this in your design and analysis of data?
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Excellent thoughts, Robert! Esther-this topic is very relevant in the field of preservice teacher education. In our introductory research course, we spend a considerable amount of time learning how to determine the value of different sources of information found on the Internet. I like the implications of your paper and now have some additional thoughts and ideas to consider for next semester. Thanks for sharing your work! :)
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