Justify the use of Web 2.0 tools for the development of higher-order thinking skills.
Higher-order thinking skills, (HOTS), “is a concept of education reform based on
learning taxonomies,(such as Bloom's taxonomy),” (Wikipedia). Learning requires many complex processes and with Higher-order thinking skills it is opined, that more cognitive processing is required however, there are more generalized benefits to be gained. In my research, Bloom’s Taxonomy on higher-order thinking skills and Wikis have been referred to at length in respect to technology and education integration. Web 2.0 tools give a voice to the individual user through web services and practices. Anderson (2012), stated that, “Web 2.0 is a platform for ICT applications that can capture the collective intelligences of users. The affordances of these tools explain what these tools can do within the ambit of the users’ knowledge and experience, together with other aspects of the learning environment.” Web 2.0 tools help individuals and groups to acquire valuable knowledge and promotes collaboration. Users are encouraged to use the internet and participate in groups or communities of knowledge building and sharing. This seems like traditional education. However, the use of the internet means that the physical location and interactions are not static but dynamic allowing for larger number of users and interactions over vast areas where there is connectivity. The idea of the, “physical school is now the online school.” Web browsers’ functionality have been increasing tremendously and has made it easier for individuals to interact using improved tools. “Web 2.0 tools allow users to create online content--they are writing to the Web. Many of these tools require less technical skill to use the various features thereby allowing users to focus more on the information exchange between collaborators.” (Parker & Chao, 2007). Ease of access and participation is a major plus. The confluence of Web 2.0 tools and their use by technological natives and migrants has led to a paradigm shift in the way we view education. Education has as one of its main objectives the, “development of higher-order thinking skills in students and individuals.” It has been the focus of education to develop these skills in a progressive and systematic way from day one. The use of Web 2.0 tools when combined with proper focus and integration with learning theories like Bloom’s Taxonomy and other theories, methodologies and educational systems facilitate the development of higher-order thinking skills. It is a most exciting and positive leap for the present and future education of our species. There are certain criteria that must be met in ensuring that the technology can be justified as being able to develop higher order thinking skills. The technology should be available, appropriate in design and function as it relates to the particular subject area and persons using them. At the heart of this discussion is the added value that Web 2.0 users add to information to their individual and or collarborate voice, through interacting with Web 2.0 tools. Information is constantly updated through a variety of editing procedures that allow for the information to be well, “developed,” for use by those involved. This discussion will focus on technologies such as Blogs, Wikis, RRS Feeds, Media sharing sites and Social network sites that provide user –centered opportunities to create and share content. Web 2.0 tools such as Wikis, Blogs and Social networking have facilitated the development of Higher-order thinking skills in many ways. Web 2.0 tools allow students to use the technology effectively in a more interactive way that facilitates a better learning experience in a global classroom. In the past only website creators were able to publish to the WWW. Access was limited to those website builders and the content therein reflected the information that they wanted to share. Web 2.0 tools allow for individuals to publish on the WWW without having to know how to design develop and launch a website. Which was the domain of a specialized few when compared to Web 2.0 tools users. This facilitates ease of access and participation. Blogs (weblogs), allow students to engage in on going discussions which allow for the development of ideas and concepts in a collaborative manner that facilitates higher-order thinking. “Web 2.0 tools, support inquiry, creativity, critical reflection and dialogue.” (David Subran). Critical thinking skills that relate to Web 2.0 tools are, critical thinking, creating, problem solving and evaluating. The individuals who respond to Blogs have to source information to respond and must also evaluate to make sure the information is credible and useable. This is not unlike a debate and the respondents may interact with a variety of individuals and sources from experts to lay persons regarding the topic. They build creativity and acknowledge ownership of their responses. They must also support their views and opinions thus engaging critical thinking. A sense of active participation and collarboration is achieved by the, “technologically live interaction of individuals and the information.” Being able to actively participate in collarborative discussions give individuals and groups the freedom to actively get their message across and debate the related issues. Wiki is a platform where the content is written in a collarborative setting. Individuals with internet access can access the site and edit and add or modify the information that is provided. The technology allows for information that is linked to be grouped according to the topic content and used by those with permission to interact with it as they see fit. All changes are recorded, and updated status reports are generated. This allows for real-time changes to be viewed, certain topics allow for discussions before changes are made. Privacy levels are set by the particular group members as not everyone will be interested in all topics. Therefore, the wiki settings can be, public (open to all), protected (all can view but only selected individuals can make changes) and private (only members can view and make changes) With Wikis individuals participate in a collarborative effort where the material is selected by them as a group and or individually. They are responsible for selecting relevant material and organizing it in a manner that reflect their positions through various investigative and editing procedures. The material presented will reflect the level of interest and work that went into it. The ability to view previous work and make relevant changes allow participants to, “reflect,” on previous work done and make necessary adjustments. Collarboration allows for various communities of different genres to come together to pool information that is relevant. For example, “school teachers of the primary level engaging in research of a particular subject area.” The exchange of ideas and experiences lead to a large pool of information that is constantly modified to suit the particular group needs. Media sharing sites and social networking sites facilitate the sharing of information that is broad based and includes personal as well as public and content specific material. This is controlled in the group setting and is determined by the specific group. Here the information is viewed by the group members and edited accordingly. In the recent floods of October 2019, in Trinidad, I had personal experiences with fellow villagers of using these sites, namely WhatsApp. We were cut-off from the outside world by the high flood waters. Our smartphones were used to communicate not only verbal communication but texts through blogs, videos and live WhatsApp video calls to others in our social and professional group or groups, this included my UWI Open Campus platform. This helped us to disseminate appropriate information and facilitated communication. There was a meeting after the deluge subsided where it was agreed that a WhatsApp group would be formed based on our location to be group specific including first responders and other authorities to cater for our needs in times of emergencies. This provided and will provide in the future, “vital information for emergency response and future planning for flood and other emergency mitigation.” In fact, information gathered was used to access emergency responses and is now being used to collarborate with various stakeholders to plan for initiatives to help mitigate flooding and other disasters. Here is a prime example of the benefits Web 2.0 technologies that facilitate data gathering and analysis for action. There was false information also. However, it must be noted that through group viewing, editing and responses the false information was refuted and some individuals were caught in fraudulent and malicious activities. Here, “control of the information helped to keep it relevant to the situation.” RRS feeds can be used to show the user, updates of site/s the group or individual is subscribed to without logging in to the site. “An RSS feed is read by an RSS reader or a feed reader, which can be either Web based, a standalone desktop application or a mobile application. The reader aggregates all the RSS feeds that a user is subscribed to and presents them in its UI; this avoids the need for the user to go to each website just to read the updates.” (https://www.techopedia.com/definition/24756/rss-feed) The RRS feeds are compatible most readers as it is sent in XML format. Previously emails were sent to users to inform them of updates. This was at times intrusive as sites with many updates would bombard users with many emails. These emails could be sent in varying formats and could be sent to the, “junk folders,” due to their frequency and be a nuisance to some users. RRS feeds use their own interface and therefore makes the feeds up to date and readily available in a user friendly, format. RRS feeds help keep the information up to date in a manner that is user friendly. Web 2,0 tools are in no uncertain terms a facilitator of higher-order thinking skills. I have only given a few examples that relate to education. There are many more that align themselves in facilitating higher-order thinking skills. Web2.0 tools are, “ceteris paribus,” a technological evolution of human endeavor that in no uncertain terms have and continue to change the way we as a specie think, learn and live in our world today. The evolution of technology continues to change the human condition in all spheres of our lives. As with most things there are positives and negatives. In the Educational and other dimensions of our condition it is for now mostly positive. It is up to us to steer it in a direction that would make these tools beneficial for mankind. Regards, Bobby Boodram. References Readings Units 1-6/EDTK2030/UWI-OC/S-1/2018-19 Blooms taxonomy Wikipedia Anderson (2012) Parker & Chao, 2007 David Subran https://www.techopedia.com/definition/24756/rss-feed