Stephane Stegen- Theories of Critical Thinking

As I read these articles, I began to think about my role as a teacher and how I use technology in my classroom. I work in a district that implemented one-to-one digital curriculum nine years ago. In the beginning we were expected to do everything on these digital devices. I had my doubts about how well it would work and how meaningful it would be for my young students. As I investigated the technology and began using it, I found that I agree that, “the differentiating power of educational technology makes meeting the needs of different intelligences or learning styles more practical in the day-to day world of a classroom teacher” (Kuhn, 2008). Technology is a powerful tool in the classroom when trying to meet the needs of many students with different abilities and learning styles. It has a way of engaging the student in a way that can take learning to a more meaningful level.

However, despite all of the benefits technology can bring to the classroom and students, it is ultimately the teacher-student relationship that allows authentic learning to take place. Hobbs stated that, “many school leaders mistakenly believe that simply providing children and young people with access to digital technology will automatically enhance learning” (Hobbs, 2011). It is the job of the teacher to partner with the student and create opportunities that will produce critical thinking and real-world learning. As a teacher of primary students, many children start to believe at an early age that because they don’t read as well as another child, or do math as quickly, that they are not as smart. It is in these circumstances that I can work on something with that child, whether it be a project or something similar using technology, and I can see real learning and critical thinking happening. This helps to give that child confidence and encouragement to continue the learning process. Fullen and Langworthy said it this way, “Teaching shifts from focusing on covering all required content to focusing on the learning process” (Fullen & Langworthy, 2014).

It is important for teachers to continue to use technology to reach all of our students. We do need to make sure that we are using it in meaningful ways and not just as a way to fill the time. “The goal is not only to master content knowledge; it is to master the learning process” (Fullen & Langworthy, 2014). In using technology to do this, we can develop critical thinking skills in every student. It can be more difficult to do as we try to come up with new ways to incorporate technology, but the results are much more fulfilling as a teacher. “Even the least experienced teachers can provide more depth and learning-style differentiation if they effectively use educational technology to teach" (Kuhn, 2008).

Resources
Fullan, M. & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. London: Pearson. Retrieved from https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/about-pearson/innovation/open-ideas/ARichSeamEnglish.pdf 
Hobbs, R. (2011). Empowering learners with digital and media literacy. Knowledge Quest, 39(5), 12-17. Retrieved from Academic Search Premier database.
Kuhn, M. S. (2008). Connecting depth and balance in class. Learning & Leading with Technology, 36(1), 18-21. Retrieved from Academic Search Premier database.