Computers and thinking

Research shows that there are several ways in which ICT could particularly enhance the teaching and learning of thinking skills. There is evidence that the use of computers can lead to improved information-processing skills. ICT enables multiple and complex representations of information, allowing learners for example to think with a richer knowledge base. As James aged 8 said: 'I didn't know there was so much to know!'

Educational software can act like a teacher to prompt and direct enquiry through asking questions, giving clues and suggesting avenues of investigation. It can also act as a resource while learners discuss and explore ideas, prompting reflection around a simulation for example. Networks via the internet and including video conferencing, can allow children to engage directly in collaborative learning and knowledge sharing with others who are not physically present.

The main criticism of the computer as a tutor model is that directed computer teaching does not allow children to be creative learners, able to think and make connections for themselves, and so is unlikely to support the development of higher order thinking. This can be transformed however by collaboration around ICT activities, which has been shown to have the potential to enhance the learning of transferable thinking skills.

Computers can help develop children's thinking skills when used as part of a larger dialogue about thinking and learning (Wegerif, 2002).