EIM 505 Theories of Critical Thinking-Allison Williams

The new world of implementing technology into the classroom can not only be exciting, but also scary, for teachers and students in classrooms.  Many teachers feel that they are not intelligent enough to teach students the skills that they need to successfully navigate the ever changing world of technology.  Daily, teachers are required to use new technology, not only to teach, but to communicate, assess, and prepare students for the future.  Although this can be a daunting task, it is a must for all classrooms now and in the future.  Giving students the tools they need to succeed in the workforce has to begin in the classroom.  The new pedagogies theory will ease teachers and students into developing partnerships that will provide lifelong learning skills.  

As teachers, it is our job to ignite a fire in a students’ desire to learn and succeed.   Using the new pedagogy ideas, all aspects of education are able to provide the technology and skills that students need, not only to learn, but to develop a true love for learning.  By using these ideas, teachers and students develop an unbreakable partnership that produces lifelong learners in both parties.  It also allows students to feel that there is a purpose in what they are accomplishing.  In turn, this develops a deeper level of learning and understanding.  “Deep learning is more natural to the human condition because it more clearly connects with our core motivations: to directly and deeply engage in learning; and to do things that truly make a difference to our lives and to the world. In the best examples, teachers and students are teaming up to make learning irresistibly engaging, and steeped in real-life problem-solving,”  (Fullan, M. & Langworthy, M. 2014).

When digital elements are used effectively, learning improves.  Schools are being provided with the means they need to give students the access to technological tools, such as laptops, ipads, and white boards which allow students to attend virtual field trips, learn how to code, and gain computer knowledge that is needed in the future.  Teachers and students must work together to learn how to use these elements.  When teachers do this, the students learn about themselves and are able to monitor their own learning.  

Unlike times in the past, students must attain the educational knowledge that they have learned in order to have success in the future.  Teachers must remember that all students learn in different ways and literacy has a completely different meaning now.  Hobbs (2011) reminds us that because people use so many different types of expression and communication in daily life, the concept of literacy is beginning to be defined as the ability to share meaning through symbol systems to fully participate in society and that literacy is no longer just reading, writing, speaking and listening. 

Teachers must be willing to provide new and innovative ways to help students learn.  Children are constantly learning and wanting to learn about the next “new thing”.  As a teacher, it is so important to keep learning ourselves so that we can assist students.  Every day should be a new day with experiences that help us all continue to be lifelong learners.  

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.   

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