Whitney Crowell App Reviews

1.     CCS.ELA15.5.20a – 

·      Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. [RF.5.3a]

 

Lexia Core 5

 

https://www.lexiacore5.com/?siteId=7283-3116-2675-6724&lexiaAuthToken=AXwy-f9JJthvGsUCVbP0,27906324&apiURL=https%3A%2F%2Fstudent.mylexia.com%2Fapi%2Fcore5%2Fv3&role=9&logoutURL=https%3A%2F%2Fclever.com%2Flogin

 

-       Lexia Core 5 is an app that I allow students to use to practice literacy skills. It provides them with six areas of reading focusing on phonological awareness, phonics, vocabulary, structural analysis, automaticity, and comprehension. Students complete mini lessons depending on their placement test to help improve levels. Once they master a skill they are able to play games to earn badges. 

 

 

 

2.     CCS.ELA15.5.40a – 

·      Expand, combine, and reduce sentences for meaning, reader or listener interest, and style. [L.5.3a]

 

Khan Academy

https://www.khanacademy.org/coach/dashboard

-       Khan Academy is an app I use with students when going over a lesson or assign work for Google Classroom. What I like about this app is students can access this website when they misunderstand something. It does a great job of providing notes for students, showing a video with examples, and giving practice problems for students to complete. 

 

 

3.     CCS.SS10.5.1 – 

·      Locate on a map physical feature that impacted the exploration and settlement of the Americas, including ocean currents, prevailing winds, large forests, major rivers, and significant mountain ranges.

 

Studies Weekly 

https://app.studiesweekly.com/online/publications/64334

 

-       Studies Weekly is an app we use for Science and Social Studies. What I like about this app is it provide students with videos, cross word puzzles, and interactive games for students to complete showcasing their learning. 

 

 

·      Overall if I had to choose an app it would be Studies Weekly because it gives students the opportunity to be in control of their learning. Being a 5^th grade teacher, I enjoy seeing when students gain a since of independence. This app is curriculum and standard base where students learn about Social Studies in an interactive way instead of reading about it in a book. 

Theories of Critical Thinking - Katie Smith

 This year my role has changed drastically in the world of education, and it has opened my eye to just how much we as educators need to be part of a team that works together instead of just individual parts. In “A rich seam: How new pedagogies find deep learning.” By Fullan and Langworthy they state,  "A Rich Seam is about a radical change in the relationships between all the key players in learning: students, teachers, technologies, school cultures, curricula, and assessments" (Fullan & Langworthy, 2014). This really spoke to me because I have been in schools where they do not put an emphasis on the relationships between those key players, and I have seen how we as educators fail students when we do not work on those relationships. I have seen faculty who do not communicate with one another, I have seen students who do not understand the relationship between themselves and the work, and I have seen when staff refuses to accept technology as a key component to learning. All of these are issues that need to be addressed in today’s current teaching environment. 

My new role has put me in the world of tech. It is now my responsibility to to make sure every student at my school has working technology, and this is no small feet. I have seen first hand how important technology in the learning environment is, and I agree with Kuhn’s (2008) statement, “ "When used correctly, educational technology gives new meaning and utility to long-established educational paradigms..." The key word here is correctly. Technology is so often seen by some parents (and some educators) as nothing but glorified babysitting, something to eat up time at the end of the lesson.  “Unfortunately, many school leaders mistakenly believe that simply providing children and young people with access to digital technology will automatically enhance learning." (Hobbs, 2011) These technologies must a. Be explained to students and parents and provided alongside education on how to use such technology, and b. But be put to good use with the correct rigor. 

  Technology can be so much more. Technology is a wonderful tool to add rigor, to add accountability, and to add an element of differentiation. We have to make sure we are are using technology the right way and for the right reasons. Most school districts have a Continuous Improvement plan (CIP) in which they incorporate the use technology to improve the learning of their students. These plans are important for student growth, but they need the two components mentioned above, working relationships between schools, rigors, students, teachers, technology, etc. as well as research back technology that can help them learn and grow. 

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

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.

Theories of Critical Thinking

 Educators are faced with several challenges when it comes to meeting the individual needs of their students. From providing support to students with 504, IEP and ELL plans to ensuring their instruction is differentiated to a level that meets the learning needs of their students. When faced with these demands along with district mandates to incorporate some piece of educational technology into their lesson or unit plans, the task of teaching our students can become quite daunting. The pandemic has now added another layer of challenges to education. Between alternating schedules, virtual learning days, or students who never step foot in the physical classroom, how are teachers supposed to meet the needs of students when the needs are so great and diverse? The problem most often when it comes to technology integration as a solution to these struggles, comes down to messaging. Technology is often presented to teachers as something in addition to what they are already doing, but in fact as Khun states, "When used correctly, educational technology gives new meaning and utility to long-established educational paradigms..." (Khun, 2008) 

In my role not only as an Instructional Technology Coordinator but also as an Instructional Coach, I see teachers receive new strategies and technologies as "something else to do." This is in large part to the nature of educators to jump from fads and buzzwords from year to year with no real follow-through. Teachers are not shown how technologies are a means by which to support the instruction already occurring in their classrooms. If you asked most teachers if their daily lesson or unit plans include a variety of intelligences and learning styles, most could not respond in the affirmative. Matthew Khun writes, "In the day-to-day rigors of schooling, do teachers regularly use these sorts of taxonomies to plan their lessons? Not usually. Fortunately, the power of educational technology is making it easier for teachers to ensure depth and balance in their lessons, even if they do not deliberately employ one of the popular taxonomies." (Khun, 2008) Teachers and students alike need to not only be exposed to these technologies but coached and allowed to see the practical ways they can enhance their teaching and learning. 

Many districts merely think that by adopting a one: one model of devices for both students and teachers that the simple use of these devices will yield higher learning. Khun references a school system in Virginia that uses Instructional Technology Resources Teachers to support teachers and students with using technology in the classroom. (Khun, 2008) Building capacity within schools and classrooms among both teachers and students is necessary to prove that technology has a functional role within a framework that already exists in most schools. "Although investments in technology have increased significantly in recent years, simply purchasing the latest digital technologies does not necessarily lead to the acquisition of digital and media literacy competencies. Unfortunately, many school leaders mistakenly believe that simply providing children and young people with access to digital technology will automatically enhance learning." (Hobbs, 2011) In many cases, this does not require schools to add additional teacher units to provide these support roles. As the role of the library/media specialist is changing in the 21st-century school, these individuals can easily step in and provide direct technical support for teachers and students. Hobbs writes, "School librarians, teachers, 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) Whether this is through in-class demonstrations through co-taught/planned lessons or inviting classes into the media center to explore the technologies through a class activity, schools can use resources already at their disposal to support the use of technology among teachers and students. When teachers and students feel supported in ventures they may feel uncomfortable with, both will rise to the challenge because they know they are not on the journey alone. 

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.

Theories of Critical Thinking - Tori Gaddy

   Education is no longer just paper and pens, chalkboards, or textbooks.  Technology provides new opportunities for learning to be adjusted to meet the needs of all, no matter what the learning styles.  Technology even makes the use of Bloom’s Taxonomy in curriculum planning easier, allowing teachers to develop “more depth and learning-style differentiations” (Kuhn, 2008)  Matt Kuhn’s article ‘Connecting Depth and Balance in Class” provides multiple examples of how digital tools are being used in lessons that span learning styles and intelligences.

   It is very important to consider how digital tools will be used to foster learning.  During COVID, I watched as my son’s college classes transitioned from in-person lectures to online.  Nothing changed about the content or the pace of the course.  The same materials and tests that would have been used in the classroom were posted to the learning management system.  The one component that kept my son engaged – classroom discussion – was no longer available.  As a result, my son became disheartened with classes, and I struggled with encouraging him as I also felt that more could be done.  Reading “A Rich Seam” (Fullan & Langworthy, 2014), I was introduced to new pedagogies which are complex and bring effective change in deep learning outcomes.  Learning partnerships form between the students and teachers as well as among students.  Teachers learn with the students instead of merely facilitating a lesson.  As the mentor relationship grows, teachers can help students identify their aspirations and guide them in pursuing goals.   I reflected on how my son’s experience could have been improved with different tools.  What if his Bible course required the students to create a map of the areas discussed in select chapters?  How would my son respond to creating a short video or blogging about his accounting project?  Multiple opportunities existed to draw the student in, allowing for both student learning and student teaching.  These same opportunities could also enhance the traditional in-person lecture.

 

   How do we ensure that new technologies are adopted?  In reading “The Adoption Process” (Rogers, 1963), relative advantage and divisibility are two characteristics that struck home with me.  Relative advantage “refers to the degree to which an innovation is superior to ideas it supersedes.”  New pedagogies allow for students to not only learn information but to also learn to use the information in real world settings.  Therefore, technologies which promote real world learning is superior to memorizing information for a multiple-choice quiz.  Looking back to my son’s COVID experience, I see how much more could be done to enhance his learning.  The accounting project could mirror a bookkeeper’s job.  The Bible course could include a travel report to select areas:  what airports to use, means of transportation in the country, places to visit. 

 

   Divisibility also plays a role in the adoption of new technologies.  Educators tend to be innovators, always looking for a better way to spark interest.  However, due to time constraints, they may be hesitant to jump in with both feet and instead look for smaller, more manageable implementations.  Even the smallest use of technologies can bring great impact if used properly. 

 

   Not only should new technologies be utilized, but students and teachers should be competent in digital and media literacy and digital citizenship.  The article “Empowering Learners with Digital and Media Literacy” (Hobbs, 2011) stresses the need for a community education movement to generate ensure users develop life-long skills.  It also outlines three recommendations from the Knight Commission and provides insight on some of the challenges when bringing about digital and media literacy.  Hobbs encourages the use of technology to promote critical thinking, learning to judge the credibility of information, and including news and current events in the classroom.  With the use of technology in education and with heightened digital literacy, students can increase their learning exponentially and better prepare for the world beyond the classroom. 

 

References

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.

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

 

App Reviews

          CCSS.ELA-LITERACY.RF.K.3.A

Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

ABCya

·          https://www.abcya.com/

As a former kindergarten teacher, I used the site for games and mobile apps for students in the Reading Center of Technology. The games can be searched by Common Core State Standards as well as Next Generation Science Standards.

 

CCSS.ELA-LITERACY.RI.5.5

Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Kahoot!

·         https://kahoot.com/schools-u/

I use Kahoot to administer quizzes, discussions, or surveys for ELA. It is a game-based classroom response system played by the whole class in real-time. Multiple-choice questions are projected on the screen. Students answer the questions with their smartphone, tablet, or computer. Also, the teacher looks at topics in which the game has activities already created for usage.

 

AL.1. United States Studies: Beginnings to 1877:

Fifth-grade content standards focus on the United States from the prehistoric period to 1877. The emphasis is on the geography and history of the United States from the earliest times through the formation and growth of a nation to the latter part of the nineteenth century.

Icivics

·         https://www.icivics.org/

icivics is a free site founded by Supreme Court Justice Sandra Day O’Connor with an educational portal for learning about civics and a standards-based game and curriculum unit search. During reading centers, I use this site for technology for social studies.

In summary, I favor Kahoot because its standard-based games and assessment assess student learning in a fun way. Also, through Kahoot, students can take ownership of their learning and have fun with learning.

  

 

Response to Articles- Matt Wilson

Shifting from a classroom teacher to a technology coach at the onset of the pandemic provided an incredible opportunity to witness and participate in critical decision-making for the direction in which we wanted to guide our district in terms of educational technology and instruction. Teaching was challenging before the pandemic and after having come out on the other side of the shutdown, through a year of trying to make in-person learning work, two types of teachers have emerged. In observing teachers around my school system I have noticed that there are teachers who have taken the forced opportunity of having educational technology as the sole means of instruction completely thrive. They have become innovators, as Rogers calls them, finding new ways to tap into the deeper side of learning or taking something done before and putting a new spin on it. Then the other type of teacher I have noticed attempts to take the same instructional resources used in a traditional face-to-face classroom and make them digital, oftentimes with poor outcomes. Great energy is put into creating digital worksheets that were once done on paper, with little to no impact or change on student achievement.

While Rogers points out that there are other stages of adopting innovations, the two forms on either end of the spectrum have stood out as a result of the pandemic. In my role as a technology coach, reading Rogers's work helped me see and identify more plainly how I can mentally categorize teachers with whom I work; their abilities, comfort level, and willingness to try an innovation in technology.  Reading about the characteristics that affect the rate of adoption, mainly the relative advantage, complexity, and communicability, will help me better think about and analyze innovations and how they will be perceived (Rogers, 1963). He also notes the importance of an Opinion Leader, their status among community members, and their effect on the adoption of innovations. I find this to be extremely relatable to faculty in school buildings. An opinion leader should be one who is highly regarded amongst the entire school and has built quality relationships with others around them. Innovations lead to excitement and energy, not only from students, but from teachers as well, and can help teachers provide more meaningful learning for students.

In thinking about the difficulties of teaching, I remember planning lessons and trying to wrap my mind around all of the different learning styles of my class, and trying to do my very best to design a learning experience that would meet those needs to the depth and rigor required from the standard. It was hard! Now that Chromebooks are readily accessible, providing that differentiation, in terms of learning styles and needs, has become much more manageable and in reach. I really appreciated reading about the first two forces in A Rich Seam, and the importance of shifting teaching perspectives to new pedagogies and new change leadership to provide deep learning. One of the many points that were made stated that technology is not intended to facilitate the delivery of content, but rather to enable student discovery, using the knowledge acquired in the real world. (Fullan, M. & Langworthy, M. 2014). As I mentioned above, when teachers attempt to take a traditional worksheet activity and digitize it, students have no desire to learn from it because it is not personalized to their interests. They are" unimpressed with prepackaged, personalized, learning experiences." (Fullan, M. & Langworthy, M. 2014) This is why it is so important for teachers to recognize the importance of building relationships with students and partnering with them as lifelong learners. Partnering with students sheds light on what drives students' interests and how that can be utilized in their learning experiences. Becoming a learning partner allows teachers to see learning take place through the eyes of their students and encourages learning to become more visible.

I found all 5 of these articles to be enlightening as it relates to my current role in the world of education and where the future is heading. It was especially encouraging to read  A Rich Seam and relate it to the direction that the instructional technology department of my district believes in and wants to move toward. 

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

Rogers, E. M. (1963). The adoption process II. Journal of Cooperative Extension, 1(2), 69-75.

Retrieved from https://archives.joe.org/joe/1963summer/1963-2-a2.pdf

Theories of Critical Thinking - Alexa Casey

I truly had a few lightbulb moments while reading through the assigned articles. I really think the last couple of years - with the sudden introduction of COVID-19 and its rash implications on the education world - have forced us to change almost every aspect of how we teach our students. This, in turn, has caused unfortunate animosity and resentment toward the very tool that was designed to not only make our jobs easier but to help our students grow into 21st century thinkers: technology.

Kuhn (2008), while prefacing his article about how educational technology helps teachers incorporate learning depth and multiple intelligences, acknowledges, 

"Tremendous growth in educational technology tools, applications, and Web 2.0 resources have created a plethora of new methods to meet the learning needs of all students. Unfortunately, the potential of these methods is hardly understood before a new technological breakthrough makes its way into the classroom, through either teachers or, more commonly, through students. On the other hand, this technological progress has breathed new life into curricular taxonomies and learning style continuums. 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" (p.18). 

I love how Kuhn addresses the fact that technology in education has become a sort of "double-edged sword". In essence, while it has allowed us to deepen the thinking skills ignited in students during our lessons, the fast-paced nature of educational technology is also wreaking havoc on the basis of education. Students - and teachers, for that matter - are barely mastering one technological tool before it is being replaced by the latest and greatest. This is the current situation at my school right now with the State of Alabama replacing Google Classroom with Schoology, the Learning Management System that is integrated with PowerSchool, the new Student Information System.

Knowing that I had to begin using Schoology this school year, I elected to switch my students to Schoology during the 4th 9 weeks last year in order to complete a "trial run" of the new LMS. Students thought I was crazy - and so did some of my colleagues - but I did not want to go into this school year without having experienced and worked out some of the kinks of the LMS. This is where I really felt like I could make a connection to "[that] crusty old article" by Everett Rogers. 😉 

In his article that discusses how new ideas and potential adopters possess identifiable characteristics which appear to affect the diffusion of innovations, Everett Rogers expresses that the rate at which a new concept is diffused and adopted by a group of individuals is reliant upon many factors: relevant advantage (how does this new invention succeed beyond the former?), compatibility (is this invention consistent with the expectations of the adopters?), complexity (how difficult is this invention to understand and utilize?), divisibility (can this be tried in a limited capacity before at-length use?), and communicability (can successful results be conveyed to adopters?) (1963, p. 70-71).

I have always loved sociology, and this absolutely floored me when I read it. It is precisely what I am encountering in education, as we transition from a primarily paper-based education system to a primarily technology-based education system. I would fit the profile of what Rogers would call an "Innovator" or "Early Adopter" because I embrace change and love the challenge of figuring out a new, complex technological tool, as I am sure many of you do, as well. Due to this sudden and unexpected shift in education in 2019, many "adopters" - or fellow colleagues - are not as on board with these changes as I am.

Some of the very things that were brought up when I lead the schoolwide Professional Development on Schoology this summer were: How is this any better than Google Classroom? (Relevant Advantage), How does this integrate with all of my previously created resources in Google Apps? (Compatibility), How am I supposed to learn such a complicated LMS so quickly and implement it this school year? (Complexity), How can I trial this in a limited capacity with my students? (Divisibility), and Where are the success stories from other teachers that use Schoology? (Communicability). 

I think Everett Roger's Theory on The Adoption Process rings true with any mode of modern technology that is introduced into the classroom. It takes a long time for it to be accepted by every level of adopters within a school system. By the time is widely accepted, even by the "Laggards" or tradition-oriented adopters, a new, emerging technology is taking its place. 

There is one question I feel like we need to ask ourselves:

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

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

Theories of Critical Thinking - Kristen Blackshear

Over my past thirty years in education, I have seen numerous teaching trends and methodologies introduced, only to be replaced when the next trend hits. The one constant has always been that teaching is about relationships between teachers and students. The new pedagogies described in A Rich Seam, keep this essential element at the heart of education. Deep learning appears to be a more connected approach between teachers, students, and pedagogy that can be used to strengthen the relationship between teachers and students. As teachers move from the role of the information distributor to a role as co-learner with their students, the dynamic in learning changes. The example that teachers set that learning is a lifelong endeavor is crucial to helping students see the connectivity and significance of their education, resulting in a more engaged learner.

In reading through the articles, I kept thinking that technology can be a blessing or a curse depending on how it is used. In the right hands, used thoughtfully and intentionally, technology opens a world of information to teachers and students. Students who have been difficult to engage with limited use of traditional classroom instruction and resources, benefit from this new integrated approach. As stated in Kuhn’s article in Learning & Leading with Technology, “One cannot help but meet a variety of learning styles, with experiential depth, if technology is purposefully and wisely integrated into the regular day-to-day curriculum.” However, in the wrong hands, technology can be used as a crutch to enable poor teachers. I have seen numerous examples of teachers who assign students a prepackaged technology-based lesson to avoid connecting with students and to avoid putting in the effort and energy to design quality instruction, thus doing their students a great disservice. Having so much information, and misinformation so readily available to students could impede their learning and understanding if they are not taught how to think critically.

Because our students are growing up in a digital age, with so much information at their fingertips, critical thinking must become an essential part of their education. With our goal as educators being to prepare students for the real world, digital and media literacy skills must be incorporated into their education. As digital natives, our students rarely need our assistance with technology skills. Rather, our students need our assistance with using their skills wisely and appropriately. “Digital and media literacy competencies are not only needed to strengthen people's capacity for engaging with information but also for addressing the many potential risks associated with exposure to mass media, popular culture, and digital media.” (Hobbs, 2011) Incorporating the use of technology as a tool to teach critical thinking will result in more engaged learners, and in turn, will result in more learning.

When reading Rogers’ “The Adoption Process II,” I was reminded of numerous failed trends mandated by school administration without an understanding of what was necessary to make the implementation successful and effective. With so many school systems adopting the 1:1 program recently, I again fear the misuse of technology in the hands of teachers who are unprepared and unmotivated to adopt this technology and digital and media literacy into their lessons without the necessary tools.  I am hopeful that these innovative teachers, as Rogers would label them, who have already recognized the relative advantage, complexity, and compatibility of technology with their instruction, will lead the way into this new digital age of education.

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

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. 

Theories of Critical Thinking

     In the outline “The Adoption Process” (Rogers, 1963), it is obvious that all individuals do not adopt an innovation at the same time. It spoke on how opinion leaders were almost like the followers when seeking advice and making adoption decisions. It later stated that the leaders did not veer far from the community norms of what was already created and established. However, in order to provide new ideas and learning they needed to have diverse type of opinion leaders. They didn’t need to be compared to the followers because they provided resourceful information for everyone to benefit from.  

 

    The article “A rich seam: “The new pedagogies require students to create new knowledge and connect it to the world by using the power of digital tools” (Fullan & Langworthy, 2014). This quote is so powerful because students need to be equipped with the skills to properly know how to use technology along with knowing how it applies to learning. Its spoke on the importance of “deep learning” where students learn by creating and doing to help them for future endeavors. Digital tools give students the opportunity to apply learning to real world problems to enhance their learning and create confident diligent learners. The goal in this is to prepare students skills to go beyond the classroom as technology continues to grow and change daily.

    After carefully reading each article, I truly learned useful information about where we are in place in time with technology. It provided a different outlook on how things have changed when it comes to new technology advancements along with challenges we face as teachers. When dealing with technology it always comes with advantages and disadvantages for student learning. As an educator, I feel it is very important we stay up to date with new technology and learn how it benefit each student to promote student learning. With the upcoming generation they are very familiar with the latest technology, so it is our job to take that information and formulate in a way for student to learn through real world applications. 

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

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

 Barbara Cook - Theories of Critical Thinking.

 

 

   "A Rich Seam is about a radical change in the relationships between all the key players in learning: students, teachers, technologies, school cultures, curricula, and assessments" (Fullan & Langworthy, 2014). This statement, more so than any I read in the five articles, stood really out to me. I think it is because I agree with it 100%. For learning to take place, all the key players need to be working together. Ideally, this should occur all the time in K-12, and at the college level. Unfortunately, this isn't the case because of several different factors. One being that the school system may not have the funding for the newer technology, or they have board members, or teachers, who do not want to change the way the students are taught. The later is something I see a lot of. With students growing up with the "latest technology,"  we need to ensure we are learning to use it  as well, so that we can be better educate our students.

     In Rogers "The Adoption Process," he talks about the rate of adoption of new innovations in the learning environment. Reared in the Mid-West, I can relate to the agricultural explanation of why some innovations take longer to adopt. Some people are creatures of habit. The have done something for so long that they cannot understand, or want, to make any changes. It may also be that technology is scary, as they do not understand how it works. I recently (in the last few years) met an educator that told me he did not know how to turn the computer in his office on, let alone try to figure out how to use Blackboard. And that he would continue to teach his class the same as he always has, which was with lecture and  the use of a chalkboard. He did try to learn some technology in using Canvas, but ultimately, he retired. We need to ensure that all who are invested in a student's education has training and access to new technologies.

     Each of the articles take a different perspective on education and technology, but ultimately, they have the same goal: student learning in today's world. The use of Blooms Taxonomy is something most educators are familiar with, and is a great way to set goals and objectives, but it is only a starting place.We need to be able to adapt to new technologies and innovations to keep up with our students learning needs. I agree that we need to include our students in the learning process to promote deep learning. I feel that it sets them up to be more successful in their careers because they participate in their education, they become critical thinkers, and are better at problem solving.

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  

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

 

Rebecca Henderson - Theories of Critical Thinking

I have been a classroom teacher for over 20 years therefore, I have seen my share of program changes, educational jargon turnovers, and curriculums benched that barely had gotten started. While reading these articles, I could not help but think the same. Some of the programs are the same tried and true, Blooms, Learning Taxonomies, and Multiple Intelligences, but we add Deep Learning for a new spin. 

Of course, over the last 20 years, we have added technology to education and to our instruction. When reading the "Connecting Depth and Balance in Class" article (Kuhn, 2008), I was blown away by the accuracy of the opening statement, "Unfortunately, the potential of these methods is hardly understood before a new technological breakthrough makes its way into the classroom," (Kuhn, 2008). So many times in education, especially with new technology, we, the teachers, never have the opportunity to explore the possibilities with our students. One of the greatest pieces of advice I received from a fellow educator when dealing with technology was not to master all the new gadgets and programs but to focus on 2-3 that I felt were most beneficial to my students. This leads me to my second article "Bloom et al.'s Taxonomy of the Cognitive Domain" (Huitt, 2011). 

This is where I believe technology is a complete game-changer for the student and teacher. Previously, I had to depend on my inept ability to convert written answers into the ability to forecast student understanding of the material. Using today's technology, I can have my students synthesize or create an assignment then evaluate and critique another group's work. Whether it was using Flipgrid or a screencasting tool, the student "thinks" aloud recording their thoughts having any misconceptions the students are having corrected. This fixes so many problems before we get started. It also allows students to understand that they are not the only ones with these misconceptions. It never fails that more than one will have the same, "oops" kind of thinking. 

That is what I found so interesting about the Deep Learning Theory when reading about its pedagogies. "Helping students learn about themselves as learners" (Fullan & Langworthy, 2014) is one of the focus points in the deep learning theory. As educators, I believe we forget knowing HOW to learn does not come naturally. Something has to happen for education/knowledge to occur. Even with an infant learning sounds, MA-MA and DA-DA are repeated over and over and over. Bouncy chairs are used and holding them in your lap jumping. All of this prepares them for the next step. When students get to school, we think they know how to learn. Do they understand what learning means? Is it memorize it until the test on Friday?  Do you know how to change a tire? I know what it is, and I could talk you through some of the steps. But I don't know if I could put the jack in the correct spot under my car without major damage. Know and knowledge is two different things. Maybe my cellphone won't be dead and I can YouTube an instructional video! 

References

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.

Huitt, W. (2011). Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/cognition/bloom.pdf

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

Theories of Critical Thinking - Maria Hayes

         While reading the articles assigned, it became more apparent to me the challenges teachers are facing today. As a child in school, my knowledge was limited to information I could research in an encyclopedia or a textbook. Today, children are bombarded with news and information from digital sources that are available right at their fingertips. This overload of information makes the task of keeping students engaged more difficult. 

 

The article “A rich seam: How new pedagogies find deep learning” (Fullan & Langworthy, 2014) discusses the need for new pedagogies to address this issue. These new pedagogies involve the use of the same digital tools that have captured student’s attention.  It combines a student’s ability to learn and their ability to contribute to their learning through using digital tools. By including these tools, it allows students to take their new knowledge and immediately apply what they have learned. How many times have you heard people say throughout the years, “when am I ever going to use this in real life”? The ability to take something that is taught and immediately apply it to a real-world problem will only enhance that student’s ability to retain what is being taught. This, in turn, will create more confidence to learn more. The more confidence a student has, the further they will push themselves academically and as contributors to society.

 

As outlined in “The Adoption Process” (Rogers, 1963), not all students learn at the same level and with the same interest. Some students, when allowed to contribute to their learning, will stand out as the leaders or the “innovators”. These will be the students who will help bring new ideas to the table and corral the other students who may be considered “late majority” or “laggards” (Rogers, 1963) thus creating a new learning experience for everyone.

 

The new approaches outlined in these articles come with their own set of challenges because technology changes so quickly. However, I agree we need to respond to the new culture we are living in and reach students where they are. And since not all people are created the same, not all students will learn the same. It’s time for a change.

 

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 

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