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ERIC Number: ED280441
Record Type: Non-Journal
Publication Date: 1986-Nov
Pages: 18
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Integrating Thinking Skills Software into the Curriculum.
Shaw, Carla Cooper
Citing several reasons why computers offer the potential to enhance instruction, this paper suggests that the teaching of thinking skills should be integrated into various subject areas by using software programs that involve the use of the skills required in the particular subject area. To illustrate this matching strategy, three software programs--"Hurkel,""Moptown Parade/Hotel" and "Carmen"--are examined. The discussion of each program includes a description of the software, a sample run where possible, and ways in which they can be used in instruction and learning in specific subject areas. Although these examples illustrate that thinking skills software can be integrated into the curriculum, it is noted that teachers must still point out the connections between particular thinking skills and their applications in both academic and out-of-school situations. Three guidelines developed by the Higher Order Thinking Skills Project (HOTS) to promote the development of thinking skills through the use of computer software are then presented: (1) use a variety of programs; (2) design learning to include synthesis of information and skills from multiple subject areas; and (3) organize and prioritize information from the classroom. Five additional software programs appropriate for this purpose are suggested, and teachers and administrators are asked to remember that, although software programs are often presented as games, they are also powerful learning tools. It is concluded that instruction in thinking skills will be enhanced only when the software is carefully selected and appropriately used. Lists of nine references and the distributors of eight software programs mentioned in the text are provided. (DJR)
Publication Type: Opinion Papers; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A