Article Assessment #3
Jamie Townsend
townsend@gci.net
9-2-07

"Tools for the Mind"

by Mary Burns

Overview

In her article "Tools for the Mind," Mary Burns addresses the issue that computers, higher- order thinking tools, are largely being used in schools to promote lower-order thinking skills. Using Bloom's taxonomy as a basis for discussion, she maintains that computers certainly can improve student learning, but neither the machines or their users are living up to their true potential. One example between higher-order and lower-order computer application would be if students were to use the Internet for collaborations and simulations rather than standard and intellectually unengaged data retrieval.

Burns suggests two strategies to change directions on this unproductive course. She reminds teachers of the necessity to consistently maintain and increase their own critical thinking skills, while actively and consciously passing these skills onto students. Burns also emphasizes the need for professional development that strengthens teaching skills first, (curriculum, instruction and assessment) and then incorporates technology use that will build higher-order skills rather than just cover weakness in material.

Reference Points

1.) Teachers need to be taught not only HOW to use computers, but how to use them to increase student learning.

2.) Districts need to increase instructional programs, appropriate hardware and software programs, adequate time for lessons, and increase technological support and leadership.

3.) Technology is used primarily in schools to present information collected rather than to delve more deeply into scholarly material and academic skills. Electronic Presentation was the most frequently used application (81%) in a poll that spanned from 1999 to 2003.

4.) Spreadsheets were only used 6% of the time, a tool which Burns insists promotes analytical and critical thinking skills when used as more than "show and tell" organization

5.) NCLB has been cited as one major reason that data-management has taken precedent over instruction in the realm of technology.

Reflection

This article was the most difficult of all for me to get through. I've spent a ridiculous amount of time trying to figure out why, and I still don't have a very good argument. I don't know if it was the writer's voice, or all of the examples of technology that I really don't understand that made this such a dense read for me. Likely it was a combination of the two. Prensky's article irritated me enough to keep my interest, and I highly enjoyed Richardson, but Burn's writing was almost painful for me to read. I do, however, appreciate her position, and I believe she addresses a crucial topic. Maybe I also find it overwhelming because I still need to learn so much of the technology before I can begin learning how to best implement the technology. Wait a minute! Maybe that's what THIS CLASS if for! Eureka!

Burns, Mary. "Tools for the Mind." Educational Leadership 63.4 (2005/2006): 48-53.