The Proceedings of ISECON 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 ISECON 2002, v 19 (San Antonio): §324b. ISSN: 1542-7382.

Different Technology Integrated Classes and Critical Thinking Skills

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

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