CARET

A: Technology can enable the development of critical thinking skills when students use technology presentation and communication tools to present, publish, and share results of projects.

Hypermedia presentations promote retention and higher order thinking over time. In a study of ninth graders who developed hypermedia presentations on topics such as World War I, Lifestyles between 1870 and 1920, and Immigration and Imperialism, students' on-task behavior increased over time. As students perceived the benefits of planning with the hypermedia, students also developed generalizable skills such as taking notes, finding information, coordinating their work with other team members, writing interpretations, and designing presentations (Lehrer et al., 1994).

The process of integrating relevant words and images is a key step in meaningful learning and is facilitated by presenting an explanation using words and pictures in close proximity to one another. According to (Mayer, 2001, p.189), "When both words and pictures are presented, learners can engage in selecting images, organizing images, and integrating words and images."

Online tools and resources allow students to gather and evaluate information efficiently, then communicate their thoughts and findings. Technology creates opportunities for students to do meaningful work that has value outside school, receive feedback on their work, and experience the rewards of publication or exhibition. Technology provides a widespread audience for students' work. Computers link students to the world, provide new reasons to write, and offer new sources of feedback on ideas (Peck & Dorricott, 1994).

In a study of twenty-two fourth and sixth grade classes in seven urban school districts, half of the students participated in a civil rights curriculum using online communication and the Internet and half did not use the online resources with the curriculum. Fourth grade students scored higher on measures of presentation of a full picture or overview of an issue and of 'bringing together' different points of view. Sixth grade students scored higher on measures of effective presentation, accuracy of information, presentation of full picture, completeness of the assignment, and they scored higher overall (Center for Applied Special Technology, 1996).

The CAST study also found that when students used the Internet to research topics, share information and complete a final project within the context of a semi-structured lesson they became independent, critical thinkers (Coley et. al, 1997).

Center for Applied Special Technology (CAST) (1996). The role of online communications in schools: A national study. Peabody, MA. Retrieved October 23, 2001 from http://www.tcet.unt.edu/research/rlonline.htm.

Coley, R., Cradler, J. & Engel, P. (1997). Computers and classrooms: The status of technology in U.S. schools. Princeton, NJ: Educational Testing Service, Policy Information Center, 37.

Lehrer, R., Erickson, J., & Connell, T. (1994). Learning by designing hypermedia documents. Computers in Schools, 10(1-2), 227-254.

Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.

Peck, K. L., & Dorricott, D. (1994). Why use technology? Educational Leadership, 51(7), 11-15. Retrieved February 5, 2003, from http://www.ascd.org/readingroom/edlead/9404/peck.html.

Hmelo, C. E., Holton, D. L., & Kolodner, J. L. (2000). Designing to learn about complex sytems. The Journal of the Learning Sciences, 9(3), 247-298. Abstract retrieved January 24, 2003, from http://www.cc.gatech.edu/lst/jls/vol9no3.html#Article1.

Penuel, W. R., & Means, B. (1999). Observing classroom processes in project-based learning using multimedia: A tool for evaluators. Retrieved October 26, 2001, from http://www.ed.gov/Technology/TechConf/1999/whitepapers/paper3.html.

Spoehr, K. T. (1994). Enhancing the acquisition of conceptual structures through hypermedia. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice. Cambridge, MA: MIT Press.