Are Teacher Students’ Deep Learning and Critical Thinking at Risk of Being Limited in Digital Learning Environments?
The 21st century is quite different from the 20th in regard to the skills people need for work, citizenship, and self-actualisation. Proficiency in the 21st century differs primarily due to the emergence of sophisticated information and communication technologies. In this chapter, we will discuss wh...
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| Autores principales: | , , |
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| Formato: | Capítulo de libro |
| Lenguaje: | inglés |
| Publicado: |
IntechOpen
2021
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| Materias: | |
| Acceso en línea: | https://www.intechopen.com/chapters/75225 |
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| Sumario: | The 21st century is quite different from the 20th in regard to the skills people need for work, citizenship, and self-actualisation. Proficiency in the 21st century differs primarily due to the emergence of sophisticated information and communication technologies. In this chapter, we will discuss whether teaching students are sufficiently prepared regarding the need for 21st century skills and how learning in a digital age affects the need for high-level critical thinking. Based on 20 in-depth interviews of Norwegian and New Zealand teaching educators, teaching students’ low critical thinking skills seem to be understood as a global challenge and as connected to the digital revolution. Despite being from different sides of the globe, teaching educators from both countries expressed concern regarding students’ in-depth learning and critical thinking skills in an educational where learning is influenced by digital technology. This article discusses the dilemmas regarding having easier access to greater amounts of information, which requires a different form of critical thinking. We question whether we are and have been preparing students sufficiently for this educational change. |
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| ISBN: | 978-1-83968-792-1 |
| DOI: | 10.5772/intechopen.96151 |