Theories of Critical Thinking - Amy Franklin

When reading these articles, the predominant theme that emerged for me regarding my own teaching experience was the adoption of technology. Specifically, when considering the adoption of technology, thought is given to the reasons driving the adoption, plans for implementation, and assessment. Whether considering the adoption of a new online learning system that accompanies a textbook or use of a course management system, these aspects of the adoption are prevalent.  

In my experience, a major issue in adopting technology is determining whether the technology under consideration is student-centered. When considering students, would the technology enhance their learning experience? If not, then as pointed out by Fullan and Langworthy (2014), the addition of new technology will do nothing to address their needs as learners. For me, this is a central component when selecting textbooks and online learning systems. Further, providing access to new technology without considering the needs of students will not enhance learning (Hobbs, 2011). And, in my experience, leads to frustration among students who feel the technology is more of a hindrance than a help. This would follow what Rogers (1963) refers to as relative advantage. Students will be more inclined to learn or use new technology when there is an increased advantage to them as learners.

The last two aspects mentioned, implementation and assessment, are also of utmost importance. When incorporating an online learning system, I have found students appreciate clear and detailed information about how the learning system will be used in the course, how they should use the system as part of their learning, and the components used for assessment. The routine task of answering a set of questions at the end of a unit can be transformed into an opportunity for deep learning when new technology is thoughtfully incorporated. “When used correctly, educational technology gives new meaning and utility to long-established educational paradigms…” (Kuhn, 2008, p. 18). And, “…educational technology leaders can help shift the focus to emphasize how digital tools are used to promote critical thinking, creativity, and communication and collaboration skills” (Hobbs, 2011, p. 15). This shift has the potential to not only enhance student learning in my class but throughout their educational endeavors.

 

Resources

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

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

Rogers, E. M. (1963). The adoption process II. Journal of Cooperative Extension, 1(2), 69-75. http://www.joe.org/joe/1963summer/1963-2-a2.pdf