On the surface that data showed significant achievement acceleration in writing, with less significant achievement acceleration across reading and maths. This was true not only within our school but across the cluster of schools. As a result of the learning I have undertaken this year with The Mind Lab, I wondered whether it could be useful to consider the dispositions or soft skills that would enhance the learning experiences of ākonga generally, without limiting the focus of this research to simply one or more curriculum areas. With this in mind, I turned my attention to an issue that has been puzzling our cluster of schools; The development of critical thinking amongst our students.
On reflection of my classroom programme, it became clear that I was not providing sufficient purposeful opportunities for students to think critically. The Ministry of Education has also found that the use of digital technologies can help students to develop critical thinking skills (Ministry of Education, (n.d.). The World Economic Forum, (2016) states that Critical Thinking/Problem solving is one of 16 skills students require for the 21st century. This highlights the relevance of explicitly developing critical thinking (knowledge construction) within my students.
During lockdown, the ability for students to work collaboratively was highlighted as something that they would like to do more often. Further to this, as I reflect on the recent experience of teaching online, I realised that students were generally expected to complete learning tasks or activities independently. The move back to our site provides the opportunity to embed collaboration within the classroom.
My digital and collaborative research topic seeks to develop students' critical thinking (knowledge construction) and collaboration by using digital tools in a variety of ways. van Laar, van Deursen, van Dijk & de Haan (2017) suggest that critical thinking and collaboration are amongst the seven core 21st century digital skills. Furthermore, the World Economic Forum (2016, p.4) recognises that “social and emotional proficiency will equip students to succeed in the swiftly evolving digital economy.” My research topic makes connections to the aspirations of the New Zealand Curriculum through the key competencies of participating and contributing, relating to others and managing self.
The 12 students in my year 1/2 class have 1:1 iPads with access to G-Suite, including Google Docs, Sheets, Slides, Hapara Teacher Dashboard and Explain Everything, however, I believe that these have only previously been used at the enhancement level of the SAMR Model. I am seeking to redefine the use of this technology within the classroom programme and use digital tools to allow learners to amplify their thinking and collaboration, which could not be possible without the affordances of this technology.
Wikimedia Commons. (2020). The SAMR Model.jpg. Retrieved from: https://commons.wikimedia.org/wiki/File:The_SAMR_Model.jpg#filelinks
I have used the T-PACK Model to analyse how my research topic aligns with the technology I have available, the pedagogy I am proposing to implement and the content knowledge I am wanting to explore with my learners. The technology I have available is 1:1 iPads, G-Suite apps and the full version of Explain Everything. I am keen to frame this research topic within a social constructivist pedagogical approach, as this aligns with Vygotsky’s belief that knowledge is co-constructed and that individuals learn from one another (McLeod, 2014). An upcoming Enviroschools inquiry on Energy could be the perfect vehicle to focus on for the delivery of content knowledge, as inquiry naturally aligns with the development of critical thinking and collaboration. I believe my digital and collaborative learning research topic effectively addresses the three areas of the T-PACK Model.
Key indicators of success could be that students are able to think more critically, have opportunities for knowledge construction and work more collaboratively as assessed by the 21st Century Learning Design Rubrics (ITL Research, 2012).
As I distilled the essence of my digital and collaborative research topic, I came to the following question: Can I develop students' critical thinking (knowledge construction) and collaboration by using digital tools in a variety of ways?
I have chosen to keep the digital tools as loosely defined as possible at this stage, with the ability to further define/refine them as I progress with this research topic. This will allow me to pivot the topic if required and adapt, whilst maintaining a focus on critical thinking (knowledge construction) and collaboration.
ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from: https://www.academia.edu/34212053/21CLD_Learning_Activity_Rubrics
McLeod, S. A. (2014). Lev Vygotsky. Retrieved from: https://sites.google.com/site/pltlearningcontent/overview-theorists/lev-semyonovich-vygotsky
Ministry of Education. (n.d.) Digital Technologies: What does the research tell us about Innovative Classroom Practice and Student Outcomes? Retrieved from:
https://elearning.tki.org.nz/Media/Files/Digital-Technologies-What-does-the-research-tell-us-about-Innovative-Classroom-Practice-and-Student-Outcomes
Ministry of Education. (2007). The New Zealand Curriculum. Retrieved from: http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum
van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in human behavior, 72, 577-588. https://doi.org/10.1016/j.chb.2017.03.010
World Economic Forum. (2016). New vision for education: Fostering social and emotional learning through technology. Geneva: World Economic Forum. Retrieved from: http://www3.weforum.org/docs/WEF_New_Vision_for_Education.pdf
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