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Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age

Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age

Howard V. Coleman, Jeremy Dickerson, Dennis Dotterer
Copyright: © 2017 |Pages: 20
ISBN13: 9781522516248|ISBN10: 1522516247|EISBN13: 9781522516255
DOI: 10.4018/978-1-5225-1624-8.ch081
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MLA

Coleman, Howard V., et al. "Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age." Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2017, pp. 1774-1793. https://doi.org/10.4018/978-1-5225-1624-8.ch081

APA

Coleman, H. V., Dickerson, J., & Dotterer, D. (2017). Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age. In I. Management Association (Ed.), Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications (pp. 1774-1793). IGI Global. https://doi.org/10.4018/978-1-5225-1624-8.ch081

Chicago

Coleman, Howard V., Jeremy Dickerson, and Dennis Dotterer. "Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age." In Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1774-1793. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1624-8.ch081

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Abstract

This chapter presents theories, issues and practices for creating effective, technologically rich learning environments in schools. In the digital age, teachers and school leaders must work together to ensure the development of higher level critical thinking skills for students. Using Bloom's Revised Taxonomy of Knowledge and Webb's Depth of Knowledge as theoretical guides, this chapter discusses how teachers may move towards more flexible, student-centered instructional models rather than traditional teacher-centered methodologies. Guiding questions are presented to assist teachers in determining what to consider when designing technology-enhanced instruction to promote higher level critical thinking skills. Topics include a review of technological factors influencing technology integration, modifications of teacher practices to best match the changing culture in K-12 classrooms, examinations of pedagogical practices in techno-centric classrooms, current and future professional development needs for teachers, and the importance of assessment and evaluation in monitoring the effectiveness of instructional practices in 21st Century learning environments.

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