Critical Thinking and Digital Pedagogy

Critical Thinking and Digital Pedagogy

1. Critical Thinking

   • Critical thinking is known to be "at the core of most intellectual activity that involves students learning to recognise or develop an argument, use evidence in support of that argument, draw reasoned conclusions, and use information to solve problems" (State of New South Wales Department of Education, 2020).
     • The main elements of critical thinking can be summarised by the RED Framework. (Jacka, 2021)
       • Recognise assumptions
       • Evaluate arguments
       • Draws conclusions
       • What are the characteristics of critical thinking?
         • Formulates good questions
         • Can identify relevant and irrelevant information
         • Recognises self and other's bias
         • Make assumptions and they analyse

2. Digital pedagogy

   • Digital pedagogy does not mean simply including ICT in your lessons
     • It means that as teachers we must be aware of how to use technology to enhance learning experiences for our students
       • We should place emphasis on developing ICT skills that are relevant to being in a digital world
         • It is not only the expectations of students that need to be considered. Increasingly, parents, employers and the wider community expect the education system to produce technologically fluent students; students who can use a variety of digital technologies, and who have the behaviours and knowledge that will assist them to use emerging technologies (Howell, 2012).

3. Both critical thinking and technological skills are incredibly valuable transferable skills that studemts can use to engage with the world, and navigate future challenges and workplace expectations.

   • Allan Carrington has created an excellent visualisation of the link between critical thinking and digital pedagogy, this is known as the Padagogy Wheel https://designingoutcomes.com/assets/PadWheelV4/PadWheel_Poster_V4.pdf
     • There are various meaningful digital activities listed in this model. These have been aligned with the various levels of critical thinking outlined by the well-known SAMR Model. Each level of critical thinking has valuable experiences to challenge students to enhance their thinking strategies to complete the digital tasks. It is clear that providing students with engaging digital activities can enhance their learning experiences whilst developing their critical thinking and technological skills simultaneously.
       • References
         • Howell, J. (2012). Teaching with ICT: digial pedagogies for collaboration and creativity. Australia: Oxford University Press.
           • Jacka, L. (2021). Critical Thinking [Video file]. Retrieved from: https://youtu.be/KihLKkq9TbE
             • State of New South Wales (Department of Education). (2020). Critical thinking. Retrieved from: https://education.nsw.gov.au/teaching-and-learning/education-for-a-changing-world/thinking-skills/critical--thinking

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