Classroom use with authentic use of ICT
1) Thematic approach - To begin using the thinkers keys in the classroom is may be a good idea to introduce these when teaching a thematics approach as this allows you as the teacher to effectively introduce and model using the keys to the students. This may also be helpful at the beginning of the year as you may not know your students well yet and are unsure of what they are capable. Using the keys to explore deeper thinking in a unit is a positive approach to using Tony Ryan's thinkers keys. For example on a unit about space the teacher may bring the class together and identify the 'alternative' key and question the students about using an alternative to a space suit. Using ICT students can explore on the internet what spacesuits are made out of or even email or Skype an astronaut to see what it is made of and create another alternative.
2) Inquiry unit - In an inquiry unit students are often given a topic or a statement by their teacher or syndicate teachers which is broad. The over arching theme or statement needs to me authentic and resonate with the students in order for them to take direction of this inquiry unit. Using the keys gives the students support with direction and also allows the teacher to track progress and assess according to the thinkers keys. Student should be encouraged to use ICT in the inquiry unit such as the Thinkers Keys app which breaks the 20 keys into 6 steps of inquiry. Students can also use other mediums of technology such as iPad, computers, laptops, cameras and emailing. 3) Key competencies - The New Zealand curriculum key competencies can be developed through these thinkers keys. Thinking can obviously be developed through all the keys are they intended to deepen thinking. Using language symbols and text are needed to be able to express and write down their answers to the keys and also to use ICT to research ideas. Thinking cannot be controlled so students need to manage themselves and their thinking and challenge themselves especially in an inquiry unit. Relating to others may require the students to use the keys to come up with an alternative solution as a team and the keys may bring about conflict of ideas but the students need to learn to manage this. Finally participating and contributing is a huge factor in group work which often inquiry work can be so students need to ensure they are an active member of a group even if their is only one computer. 4) Specific ICT links Cameras - children can use the class camera to record their findings for the different uses Key. This key requires the students to find various different uses for one object which they can then photograph and report back to the class. Internet - children can use the internet to research the different Keys and topics using the different keys. Talking Books - as a class the children could create a talking book to explain Tony Ryan's 20 different Thinkers Keys. This would solidify their knowledge on each one also. They could do this around a particular topic. Recordable Microphones - another way for the children to record their answers to questions such as the Alphabet Key where they compile a list of words form A to Z. The children can put their findings and examples on their class blog or wiki. Computers - children can use computers as a different way of recording their answers when using the different Thinkers Keys. Interactive Boards - these can be used as a classroom tool to explain and record findings around particular topics using different keys. |
*Tony Ryan's Email*
I emailed Tony Ryan for some advice on using the keys with an authentic ICT experiences. He promptly replied by welcoming questions and pleasantly offering his advice and well wishes for our teaching careers. His advice included the following: 1) There is no ICT link created specifically yet however the keys can always be used to investigate and think deeper while using ICT to do this, e.g. digital pedagogy. 2) "ICT can be great or lousy depending on how it is used" (Tony Ryan) 3) He suggested to perhaps use frameworks like the SAMR model which offers a method of seeing how computer technology might impact teaching and learning. On this model he suggested students should be at the M or R level. At these levels students accomplish common classroom tasks on the computer and can now allow for new tasks that were previously inconceivable. |