Perceptions of Paraguayan teachers from different socio-economic contexts about the use of technology in the classroom to foster critical thinking skills

Thesis

Critical thinking has become a required and highly valuable skill in the academic and professional environment. For that reason, the development of this ability is nowadays a major topic of discussion in the academic and educational sphere. New educational policies mainly focused on the enhancement of critical thinking skills (CTS) are being elaborated for schools and universities. These policies include the use of EdTech since studies suggest that its use helps to foster CTS in the classroom. However, this data is not definitive because many other variables can influence or interfere. Scholars have emphasised the importance of the context-specific study, and there is relatively little research evidence that focuses specifically on the Paraguayan context. Therefore, to contribute to the literature, this study focused on the perceptions of Paraguayan teachers from different contexts about the relationship between EdTech and CTS. One group of teachers work in ICT well-equipped classrooms (Smartboard, surrounding sound system, Wi-Fi, and more) and the other in a traditional setting (classroom with chairs and whiteboard). These teachers were interviewed individually to know what their thoughts are regarding the use of EdTech and Critical thinking development according to their experience. The findings suggest teachers from the low-SES context are more optimistic about the use of technology to improve the learning experience and foster CTS, while teachers from the high-SES context have a more critical and neutral approach toward the use of technology in the classroom.

Authors: Zaracho Marmol, GS

• Alternative title: Teacher perspectives and practices in fostering critical thinking skills through technology in high-income and low-income Paraguayan private schools
• DOI: 10.5287/ora-b724qr28a
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: low SES; low-income schools; high SES; Critical Thinking; high-income schools; Paraguay; Educational technologies; Paraguayan education; EdTech; CTS; Critical Thinking Skills
• Subjects: Paraguayan Education; Social justice and education; Critical thinking--Study and teaching; Educational technology