Mallorie Belyeu Theories of Critical Thinking Reflection

Technology is a big contributor to education today. Technology is an instructional tool for teachers to use in the classroom. Technology allows teachers to differentiate learning at a whole new level, but still keeps the core concepts of critical thinking. “When used correctly, educational technology gives new meaning and utility to long-established educational paradigms, such as Benjamin Bloom’s Taxonomy (revised) and Howard Gardner’s Theory of Multiple Intelligences.” (Kuhn, 2008) While teachers hold onto the core values of critical thinking, we begin to focus more on the learning process instead of covering required content. When we incorporate technology as a learning tool, we deepen the learning that takes place in our classroom and help our students make real world connections outside of the classroom. For example, we read a book called Save me Seat in my sixth grade reading class. One of the main characters in the book is from India. Throughout the text, we hear a lot about Indian culture. I use this opportunity to bring in technology and allow my students to research Indian culture and specific terms we hear in the text. My students learn far more by conducting the research themselves.

 All too often, I encounter an educator who views technology as a nuisance instead of a valuable learning tool. Creative thinking and Critical thinking are two different types of thinking, but both are important when it comes to connecting our students with technology. Whenever we hand our students a piece of technology to use, we must set clear expectations for the technology use. "Unfortunately, many school leaders mistakenly believe that simply providing children and young people with access to digital technology will automatically enhance learning." (Hobbs, 2011) Technology has the ability to enhance learning like we have never seen before. It is constantly changing, and we as educators have to be willing to change too. Personally, I use the Bloom’s Taxonomy question stems to plan questions and assignments in my lesson plans. I make a point to plan for critical and creative thinking to allow my students to take what we are learning to the next level. 

I feel as if all of the articles assigned were created to motivate educators to ignite a spark of creativity and critical thinking in our students. Technology has shifted the roles of teachers and students in the classroom. “In particular, once they have mastered basic skills, students know there is so much more ‘out there’ and are unimpressed by pre-packaged, depersonalised learning experiences. But at the same time, teachers cannot simply let go of the reins. Teachers risk erring by standing too far to the side, by being too ambiguous about learning goals or failing to define success.” (Fullan, 2014) From an early age, our students are exposed to technology. I know children who have iPads by the age of 2. The students in our classroom know that there is a whole world of technology out there. They are used to being able to access the entertainment side of technology within minutes. We have to learn that we are no longer the sole voice that teaches our students. We have to step aside and play the role of the facilitator. It is our responsibility to plan and give structured access to technology for learning purposes. 

Resources 

Hobbs, R. (2011). Empowering learners with digital and media literacy. Knowledge Quest, 39(5), 12-17. 

Kuhn, M. S. (2008). Connecting depth and balance in class. Learning & Leading with Technology, 36(1), 18-21.

 Fullan, M. & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. London: Pearson.