dc.contributor.author	Carpenter, Rebecca	en_US
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2009-10-06T14:48:52Z	en_US
dc.date.accessioned	2011-03-02T17:29:08Z
dc.date.available	2009-10-06T14:48:52Z	en_US
dc.date.available	2011-03-02T17:29:08Z
dc.date.issued	2007-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/401	en_US
dc.description.abstract	The action research was conducted with second through fourth grade students to compare critical thinking using computer activities and traditional paper/pencil activities. The lessons were based on the levels of thinking in Bloom's (Bloom, 1982) taxonomy and required the lowest level thinking skills of knowledge to the highest level thinking skills of application. Results from the student journals, focus groups, interviews, and teacher observations revealed that the students in both groups had a positive response to the activities. Teacher observation determined that students in both groups were engaged and showed evidence of higher order thinking in response to teacher prompts and questions. Even though computer skills assessment was administered prior to the intervention, some difficulty with certain computer skills was still observed. Based upon the results of the critical thinking skills test, the test was determined to be invalid. Although critical thinking skills were not accurately measured between the groups, the results do support the need to include a critical thinking skills strand in the elementary curriculum.	en_US
dc.language.iso	en_US	en_US
dc.publisher	Valdosta State University	en_US
dc.rights	Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.	en_US
dc.subject	Critical Thinking	en_US
dc.subject	Computer Activities	en_US
dc.subject	Paper/Pencil Activities	en_US
dc.subject.lcsh	Educational technology	en_US
dc.subject.lcsh	Teaching--Aids and devices	en_US
dc.subject.lcsh	Computer-assisted instruction	en_US
dc.title	Critical Thinking Skills in Second through Fourth Graders: Does Computer Use Make a Difference?	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Schmertzing, Lorraine	en_US
dc.description.committee	Dees, Diane	en_US
dc.description.committee	Leader, Lars	en_US
dc.description.degree	Ed.S.	en_US
dc.description.major	Instructional Technology	en_US