The Proceedings of the Information Systems Education Conference 2002: §324b Home Papers/Indices prev (§324a) Next (§324c)

Work in Progress Leading Edge and Emerging Technologies

Recommended Citation: Coppola, J F, B A Thomas, and J D E Thomas. Different Technology Integrated Classes and Critical Thinking Skills. In The Proceedings of the Information Systems Education Conference 2002, v 19 (San Antonio): §324b. ISSN: 1542-7382.

Different Technology Integrated Classes and Critical Thinking Skills

Handout

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

Barbara A. Thomas    [a1] [a2]
Lienhard School of Nursing
Pace University    [u1] [u2]
New York, 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 paper discusses the results of a study conducted with a graduate, introductory information systems course, to assess the impact of different types of technology integration on students' critical thinking, and on their perceptions of support received. The results indicate that a classroom, which incorporates multiple technology approaches, has the potential to increase critical thinking. In addition, students deemed support for critical thinking to be better when a combination of technologies were integrated.

Keywords: electronic classrooms, technology integration, teaching and technology, critical thinking

Read this presentation handout (non-refereed) in Adobe Portable Document (PDF) format. (149 K bytes)
Preview this presentation handout (non-refereed) in Plain Text (TXT) format. (12 K bytes)
View the PowerPoint Slides (PPT) for this presentation. (20726 K bytes)

CDpic
Comments and corrections to
webmaster@isedj.org