Critical Thinking and Digital Technologies

Gökçearslan, Şahin; Solmaz, Ebru; Coşkun, Burcu Karabulut

doi:10.4018/978-1-5225-0522-8.ch007

Cited by 5 publications

(2 citation statements)

References 33 publications

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“…Knowledge storage mechanisms can be understood as information transformation. Therefore, information processing theory is central to cognitive learning [14].…”

Section: Theoretical Reviewmentioning

confidence: 99%

Lecturers’ Reasoning in Using Digital Technology: A Cognitive Approach in Learning Process

Mardiana

2023

ATHENA

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This research aims to investigate the reasoning of lecturers in using digital technology and its impact on cognitive approaches. Moreover, we find out the lecturer's use of digital technology in the learning process and determine the reasoning relationship between the use of digital technology and cognition. Problems occurred during the COVID-19 pandemic, where many lecturers needed to be stronger in digital mastering technology and low in its use. Some lecturers think that WhatsApp is online learning, where online learning requires interaction and not just sending news or subjects. Furthermore, many students feel pressured to be taught by lecturers like this, so several classes are closed because there are no students. This study used a mixed-method approach with 109 respondents. Data collection uses a questionnaire distributed through Google Forms, and the qualitative data uses interviews with eight respondents. The results show that 50.5% of respondents can use digital technology, and 49.5% must learn, practice, and receive digital technology training. Furthermore, this research implies that lecturers with critical thinking can quickly master digital technology and simultaneously teach fellow lecturers to use digital technology

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“…Knowledge storage mechanisms can be understood as information transformation. Therefore, information processing theory is central to cognitive learning [14].…”

Section: Theoretical Reviewmentioning

confidence: 99%

Lecturers’ Reasoning in Using Digital Technology: A Cognitive Approach in Learning Process

Mardiana

2023

ATHENA

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“…Educators have also recognised the importance of digital tools in fostering learners' creativity and, thus, becoming prevalent in modern-day art education (Boyland, 2021). These computer-mediated arts have also become mainstream in school visual arts competitions, as the utilisation of different digital tools enhances students' artistic expression while honing their critical thinking and stimulating their skills (Gökçearslan et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Thematic Construction of Digital Visual Arts: Implications for Digital Pedagogy

Bañez

2023

JL4D

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This paper attempts to describe the signifier choice of student artists in thematic representations of digital visual arts and determine its implications for digital pedagogy. Utilising a qualitative approach to research and covering a corpus of six digital artworks of student artists, the semiotic analysis utilising Peirce’s (1991) sign modes showed the student artists’ preference for mostly indexical and symbolic signifiers in thematic representations of Filipinos’ resiliency to the pandemic. This signifier choice of student artists was influenced by their experience, family, self, other artists, and their initiatives for finding information and drawing inspiration from online sources, as revealed in the conducted Focus Group Discussion (FGD) with the participants. Moreover, the individual interviews with the participants demonstrated that the student artists’ choice of signifiers served as a vehicle for expression, representation, and impression of ideas, themes, and abstractions dominating their artworks. This study calls for the integration of digital artmaking tools into pedagogy to provide opportunities for artistic expression and support diverse representation. Teachers can introduce various digital tools and platforms, create assignments that encourage creative experimentation, and foster a safe and inclusive classroom environment. Future research could explore the practical applications of digital pedagogy in visual arts education.

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Exploring Adolescents’ Critical Reading of Socioscientific Topics Using Multimodal Texts

Fazio

Gallagher

DeKlerk

2022

Int J of Sci and Math Educ

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This qualitative within-individual case design study involved six adolescents (age 10–14 years) engaging in a think-aloud observational protocol to read two texts on climate change from contrasting viewpoints. The participants completed a prior knowledge assessment and survey of technology used to assess potential mediating factors. Survey and observational data are presented as participant profiles. Results illustrated the effect of participants’ background knowledge, emotional elicitation of text features, cognitive dissonance argument analysis due to the contrasting multimodal texts, and impact of visual images on participants’ comprehension. Our data analyses revealed that there is an interconnected and nuanced relationship amongst many text and individual factors when adolescents engage in critical reading of SSI multimodal texts. This research provides direction for future science education research that support learners in critical reading of complex socioscientific topics as presented in multimodal texts with adolescent learners. Supplementary Information The online version contains supplementary material available at 10.1007/s10763-022-10280-8.

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Critical Thinking and Digital Technologies

Cited by 5 publications

References 33 publications

Lecturers’ Reasoning in Using Digital Technology: A Cognitive Approach in Learning Process

Lecturers’ Reasoning in Using Digital Technology: A Cognitive Approach in Learning Process

Thematic Construction of Digital Visual Arts: Implications for Digital Pedagogy

Exploring Adolescents’ Critical Reading of Socioscientific Topics Using Multimodal Texts

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