Quality telecollaborative projects increase student’s critical thinking skills tremendously. By putting kids into large and small groups, you identify with all types of personalities. The group work forces kids to learn how comprehend other thoughts with theirs to create a final outcome. It also, develops critical thinking because they have to get “accustomed to the different roles necessary for effective groups” (“Commonly Asked Questions about Teaching Collaborative Activities”) Kids don’t always have interaction with other kids, so collaborative work in the classroom enforces critical skills that children must develop. Through working with groups, it also helps, “students to recognize each other's strengths and work styles, and make them more aware of the internal resources their group might draw on for a more serious project.” (“Commonly Asked Questions about Teaching Collaborative Activities”)
Telecollaborative projects set up a precise objective that challenges kids to be discipline with instructions, not letting themselves rush ahead. In the first article it explains kids using e-mail to turn in assignments and for kids to share their material with each other. This is a great tool to use for communication development. There is now options on the computer to correct writing in margins and this is a more effective way of working on a big project. The article also, addresses that using e-mail and other online resources helps kids transition into the workplace a lot easier. As shown in “Taxonomy of the Cognitive Domain”, telecollaborative projects set up a method of using critical thinking to solve problems. Using “analysis, application, comprehension and knowledge” kids can attempt any type of problem which makes them benefits them in the real world. (Bloom)
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