Higher Level Thinking and Technology

Each generation has its own characteristics. For instance baby boomers, born between 1943 and 1960, possess the willingness to put forth maximum effort, are rated as highly results-driven, very likely to retain learned material, and need low to no supervision (Lindenberger, Stoltz-Loike, 2005). The population born between 1961 and 1981 are known as the Generation-X. Gen-X parents are protective of their children and family, and a bit skeptical about school and other public institutions (Strauss, 2005). Millennials, born since 1981, are more technologically driven. By the end of this decade they will outnumber other generations in law and business school as well as most graduate programs including medical school. To this end, educators are concerned about literacy skills that are paramount in education. As technology development increases, fewer children are reading literature-like books and hence a decline in writing or creating original thought. Tarlow and Spangler (2001) contribution to this topic manifest in the fact that if books are replaced by audio-visual technology then the students will lack the “written model to promote their understanding of the systems which they are required to learn in order to write for themselves” (p. 27). What should educators do in order to establish a connection to technology and literacy? Educators know what methods are effective. Therefore, they should take advantage of new technologies as they become obtainable to enhance these effective methods. Moore (2000) has designed a seven-step effective instructional acquisition as it relates to classroom performance and higher level thinking skills. These steps are: 1) identify teaching goals and objectives, 2) identify required student assessment, 3) identify resources to meet the objectives, 4) allocate appropriate student time, 5) sort and match possible students activities to objectives, 6) monitor student progress and 7) evaluate and revise.
Recognizing the audience’s strengths and weaknesses is essential when trying to implement effective instructional methods in order to improve higher level thinking. Teachers are expected to address individual differences and to teach higher level thinking skills. When these two instructional quandaries are accomplished the students will have a greater appreciation for the content and its delivery. Juxtaposed with technology enhances a better understanding of the material at hand. Therefore, it is necessary to accommodate the technologically savvy students who are at the receiving end. In conclusion, making use of appropriate assessment tools, like portfolios and presentation, and using the students’ knowledge of technology and the instructors’ expertise, a higher, deeper level of thinking can be achieved without compromising the basic skills required to be competent readers and writers.


[References]

Lindenberger, J., & Stoltz-Loike, M. (2005). Mentoring and baby boomers. Retrieved October 9, 2006, from Business know-how, Web site: http://www.businessknowhow.com/manage/mentoring.htm

Moore, B. (2000, January). Higher level thinking skills and individual differences: Bridging gaps with technology. Proceedings of Society for Information Technology and Teacher Education International Conference, 3, 74-79

Strauss, W. (2005). Talking about their generations: Making sense of a school environment made up of Gen-Xers and Millennials. School Administrator, 62(8), 10-14.

Tarlow, M.C., & Spangler, K.L. (2001). Now more than ever: Will high-tech kids still think deeply?. The Education Digest, 67(3), 23-27.