The Proceedings of the Information Systems Education Conference 2001: §17a Home Papers/Indices prev (§16c) Next (§17b)

Paper (refereed) Leading Edge

Recommended Citation: Coppola, J F, B A Thomas, and J D E Thomas. The Effect of Technology Integration on Critical Thinking Skills in a Graduate Introductory Information Systems Course. In The Proceedings of the Information Systems Education Conference 2001, v 18 (Cincinnati): §17a.

The Effect of Technology Integration on Critical Thinking Skills in a Graduate Introductory Information Systems Course

Refereed

Jean F. Coppola    [a1] [a2]
Information Technology
Pace University    [u1] [u2]
Briarcliff, New York, USA    [c1] [c2]

Barbara A. Thomas    [a1] [a2]
Lienhard School of Nursing
Pace University    [u1] [u2]
Pleasantville, New York, USA    [c1] [c2]

Jennifer D.E. Thomas    [a1] [a2]
School of Computer Science and Information Systems
Pace University    [u1] [u2]
New York, New York, USA    [c1] [c2]

This investigation was to determine whether, and to what extent, various hardware technologies (specially designed electronic classrooms) and software (Blackboard, Healthlite, Ginormous) support the acquisition of critical thinking skills. One instructor taught three different sections of the same graduate introductory information systems course during a single 14-week semester in this study. The preliminary results obtained from a validated critical thinking tool, the California Critical Thinking Skills Test (CCTST), indicate that technology integration had a positive effect on students' acquisition of these skills. There were noted differences, however, on other higher-order learning skills, problem-solving, research skills, and creative idea generation.

Keywords: technology integration, critical thinking, learning skills, higher-order learning, problem solving, smart e-classroom, electronic classroom

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