Technology and Critical Thinking by Jim Triplett

Like many others today, I rely on technology for many tasks I once reserved for my brain and a trip to the library, including problem-solving.  Many websites exist that offer to solve problems, including determining the root cause.  Many times the root cause of a problem may be lost in the noise of an issue leaving some to be less-informed than they think.  This bias can diminish the effectiveness of the steps used to refine the solution to a problem. Chabris and Simons (2009) addressed a number of cognitive illusions that lead people to misunderstand the world around them, one of which is the illusion of knowledge, one where a person thinks he or she knows more than he or she does as well as the illusion of cause.  These are also quite common and, thus, lead people to make decisions that are less-than-ideal.

Consider this TED talk from Dr. Simons on illusions.

Now, consider these additional videos from Chabris and Simons, with particular attention to the selective attention test, the movie perception test, and the door study, reminders that when it comes to thinking, we suffer from illusions that interfere with decision-making:

Many thoughts are present at any given time, some more prevalent and others that are subconscious. Research has shown that one's mental framework is a function of their education, experiences, religion, etc and these are also forms of bias as they are the filters by which we analyze and process information (Frew, 1981).  These biases are efficient in that they allow one to process large amounts of information quickly and they typically are pretty good at doing so most of the time (Gilovich, Griffin, & Kahneman, 2002).  The challenge is when these do not work well for us, especially when trying to identify the cause of a problem.  Being aware is a key to managing biases in critical thinking as it allows one to recognize when a problem may be created and one can then focus on the generation of alternatives with which one may solve the problem.

I’ve been studying biases and heuristics for nearly 15 years now and even with this increased awareness, I’m aware that biases may still be present when I conduct research.  When I’m aware of the presence of bias, I’m also keen to ensure it’s noted in my communications.  As you reflect on this, consider how active listening, as part of an active mind, helps with critical thinking.

Chabris, C. & Simons, D.  (2009).  The invisible gorilla.  New York, NY:  Broadway Paperbacks.

Frew, D. R.  (1981, November).  Diagnosing and dealing with task complexity.  Personnel Administrator, 87-92.

Gilovich, T., Griffin, D., & Kahneman, D.  (2002).  Heuristics and biases:  The psychology of intuitive judgment.  New York:  Cambridge University Press.

Jim Triplett is an author, instructional designer, and instructor in the areas of finance, economics, ethics, and critical thinking. Jim holds Masters Degrees in Finance, Organizational Leadership, and Instructional Design Technology, is ABD / PhD in Organization and Management, and is currently completing a doctoral degree, Ed.D, in Educational Leadership with a focus on Educational Technology.

Parent Communication by Mike Siekkinen

How do you communicate with your students’ parents?  

Setting up a routine way to communicate with parents will make your life easier and your students more productive. Most of the time, parents are your greatest asset and support with student learning. Experienced teachers know there are “always a few” parents who are not the most supportive but as a general rule, they can make things happen in ways that you cannot.

I have found many ways to help this process along. First, during open house, get email addresses. I will have a couple computers set up in my room and have a Google form set up to have parents fill out. This gives me a good start on a data base of parent emails. Secondly, I send out an introduction letter the first few days of school, requesting the same thing from parents. Any parent not responding will get a phone call from me asking for an email. I always have a few students without internet access but the vast majority has it even if they do not have a computer (smartphones).

Once established, I do a weekly email to all parents, telling them what we are doing, important test dates, assignments coming up, etc. I send the same information home for my few students without an address on paper by simply printing the email contents into a document. I also use this form of communication to request supplies and inform parents when report cards are coming, school functions are happening, etc. I prefer to use my school email address when sending out information as the parent can then easily reply back if they have questions. The only thing to be cautious about is when sending, use BCC (blind copy) so you are not sharing anyone’s email address with anyone else. With a routine method of communication set up, you’re making allies with parents as well as covering your butt with due dates and class requirements. No one can say they didn’t know about an assignment if you can prove you sent it to a parent!

Do you have any helpful tips to improve parent communication? Does your district have another standard method? Tell us what’s going on in your school.


Dr. Mike Siekkinen, a retired U.S. Navy submariner, became a teacher as a second career. He teaches history at St Marys Middle School as well as Adult and Career Education at Valdosta State in Georgia.

The Storm

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