| Edited by Dr. David J. Ayersman, Mary
Washington College, and Dr. W. Michael Reed, New York University |
formerly Journal of Research on Computing in
Education
Volume 34
Number
2 Winter 2001-2002
Using
a Technology-Enriched
Environment to Improve Higher-Order Thinking Skills
Michael H. Hopson
Stephen F. Austin State University
Richard L. Simms and Gerald A. Knezek
The University of North Texas
Abstract
This study examined the effect of a
technology-enriched classroom
on student development of higher-order thinking
skills and
student attitudes toward computers. A sample of 80
sixth-grade
and 86 fifth-grade students was tested using the
Ross Test
of Higher Cognitive Processes and surveyed using the
Computer
Attitude Questionnaire. The creation of a
technology-enriched
classroom environment appears to have had a positive
effect
on student acquisition of higher-order thinking
skills. This
study identified several implications related to
classroom
design to enhance the development of higher-order
thinking
skills. Teachers reported that the
technology-enriched classroom
differed from the traditional classroom in several
significant
ways. (Keywords: classroom environment, higher-order
thinking
skills, instructional change, instructional
technology.)
Contributors
Michael H. Hopson is an assistant professor of
secondary education
and educational leadership at Stephen F. Austin
State University
in Nacogdoches, Texas. He received his PhD in
curriculum and
instruction in 1998 from the University of North
Texas. Dr.
Hopson has 26 years of public school experience as
teacher,
middle school principal, high school principal, and
assistant
superintendent. His research interests are
educational technology
and administrative organization.
Richard L. Simms is a professor of teacher
education and
administration at the University of North Texas
(UNT) in Denton.
He has been a professor, Teacher Corps Director, and
administrator
at UNT since 1970. Prior to earning his doctorate at
the University
of Missouri, he was a public school teacher and
administrator.
His writings have appeared in many of the major
education
journals.
Gerald A. Knezek is a professor of technology and
cognition
and coordinator of the doctoral program in
educational computing
at UNT. He is principal investigator of the U.S.
Department
of Education Technology Innovation Challenge Grant
R303A99030,
external evaluation for 1999–2004, and lead
principal
investigator for the U.S. Department of Education
Preparing
Tomorrow’s Teachers to Use Technology (PT3)
Millennium
Project Capacity and Implementation Grants
(P342A990474 &
P342A000123A) for 1999–2003. He held the
Matthews Chair
for Research in Education at the University of North
Texas
from 1995–1997. He was a Fulbright Scholar at
the Tokyo
Institute of Technology and Japan’s National
Center for
University Entrance Examinations during
1993–1994. He
received his BA in mathematics and the Social
Sciences from
Dartmouth College and his MEd and PhD degrees in
educational
psychology from the University of Hawaii.
Contact
Dr. Michael H. Hopson
Stephen F. Austin State University
College of Education
Department of Secondary Education
Nacogdoches, TX 75962-3055
mhopson@sfasu.edu
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Copyright
© 2001, ISTE (International Society for Technology in Education).
All rights reserved.
| student development, attitudes, higher-order thinking |
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