Critical Thinking

The information covered in the five articles was eye-opening to me! I have been teaching in the high school setting for twenty-three years now and the use of educational technology has been more and more pervasive, through the decades. 

I can remember when the internet was simply a database for information. We were able to digitally access information that we would have had to look up in text. As amazing and efficient as this tool was back in the mid-90s, we had no idea the level of learning that later generations would be afforded, as a result. 

As long as I have been working in education, I had never really considered the historical framework of our education system. The fact that we are still “manufacturing” students in an outdated and mostly irrelevant style of classroom education is shocking, to say the least. The educational world has been steadily evolving, with the development of new technologies, but yet we continue to teach our students as if nothing has changed? I am completely sold on the concept of deep learning. For many years, I was skeptical of how much of a role technology should play in the classroom. With that being said, we cannot escape the fact that the everyday world has become digital and if we cannot adopt new pedagogies into our teaching styles, then what are we really preparing our students for? “This is the real potential for technology to affect learning - not to facilitate the delivery and consumption of knowledge, but to enable students to use their knowledge in the world” (Fullan, M. & Langworthy, M. , 2014).  

In reviewing Kuhn’s article, Connecting Depth and Balance in Class, it’s clear that the utilization of educational technology is not simply beneficial, but necessary. With the ever-growing list of differentiated learning styles in today’s youth, technology allows for many learning styles to be reached, without making drastic changes for individual students. These programs “adapt to the needs of the student in real time and take advantage of a wide range of preferred learning styles” (Kuhn, M.S., 2008). We must change our approach to everyday classroom education, if we expect our students to thrive in a world in which technology plays a more and more important role. Children are accustomed to learning through digital technology, so why not make it more of our everyday approach to learning? 

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 

        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

 I was a student that was taught primarily without technology until I entered college. It is crazy to think that throughout elementary school, computers weren’t very common in houses and now every student has one that they carry around with them from class to class. For me, I felt like it was a smooth transition as my professors taught in class and assigned digital assignments. Eventually, I eased into taking entirely online classes to help utilize the most of my time. I will admit that there were a few things that I had take some extra time on to figure out how to correctly add links, codes, and etc (Luckily, my myspace days helped me with embedding codes - who knew that would be helpful so many years later? Hah!) 

    We are now living in a digital age and our students have grown up significantly relying on technology. I was one of those teachers that when we started swapping over to primarily digital instruction/assignments within the classroom, I was completely against it. I thought, “I am in this room to teach and these students need to be using pencils and paper, not a computer when a teacher is in the room,” but I was the one missing the point… I have taught a lesson without  technology, assessed their growth, and then retaught that same lesson by using their chrome books and incorporated technology, surprisingly, they had more growth with the technology than they did without it. It took this trial of mine to realize that our students are not the same students that we were and engaging them in lessons and educating them is our duty, whether we would learn best from that method or not (it isn't our learning styles being addressed, it's our students'). 

    One positive thing for teachers while following Bloom’s Taxonomy is that they have the freedom to choose in which ways to implement technology. Technology has become an integral part of our learning environment and according to Bloom’s Taxonomy in relation to this for students could be a negative thing as it seems that digital literacy and utilization aren’t being a top priority, therefor, how do we know if we are we receiving a true representation of the student’s knowledge on a subject or if they are lacking in technological skills? 

    Innovators for teachers would be those that lead the way so to speak. They are the ones willing to sample and try new things, run pilot programs, or essentially anything to somewhat update instruction or implement technology in new ways within the classroom. Laggards would be those that either don’t like change, or realistically struggle with technology themselves. One example that came to mind for me with this was when our school opted to teach coding instead of cursive writing. It was still going to be taught just not during this specific block or with as much incentive, instead it was going to be replaced with coding exercises… There were many teachers within our school that were innovators as well as many laggards. We would have never imagined to be teaching to 3rd graders coding 10 years ago, but times have changed and we must teach accordingly so that these students are able to move forward and keep up with the ever changing world of technology that we live in. Did those laggards eventually swap to the coding lessons? Yes, but it was a few years after the initial swap and it was no longer an option…

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

Theories of Critical Thinking

Technology is constantly changing, our classrooms and schools have to change with it! I teach kindergarten and honestly technology does not play a big part of our day. I use technology in the classroom, but my students only use them for assessments, or free time. I taught third grade for 2 years and my students were on their device for a large chunk of the day.  I found some of these articles very interesting. 

I am going to be completely honest. I have been teaching for 14 years, and I have never heard of, that I can remember, "deep learning." In the article, "A Rich Seam," they state that the goals of deep learning are that students will gain the competencies and dispositions that will prepare them to be creative, connected, and collaborative life-long problem solvers and to be healthy, hositic human beings who not only contribute to but also create the common good in today's knowledge-based, creative, interdependent world. (Fullman & Langworthy) When students are engaged in deeper learning, they think more critically, communicate and work better with others across all subjects. Using technology during instruction can foster more student engagement. 

The second chapter of "A Rich Seam," was my favorite. I love the quote at the beginning, "Technology is just a tool. It's a powerful tool, but it's just a tool. Deep human connection is very different. It's not a tool. It's not a means to an end. It is the end- the purpose and a the result of meaningful life." (Gates) This chapter really is the heart of most all teachers that I know. Our goal is help the student learn in the best way he/she can. There are constantly new ideas, new pedagogies, new technology being thrown at teachers. They are wonderful, but first there has to be that deep connection with the student before we can have that deep learning I spoke of above. I think this could be applied to all relationships in the school setting. 

Bloom's taxonomy is something I heard about all throughout my college career. It is a tool that teachers use to develop learning outcomes. It is also helpful in designing classroom activities and assessments of student learning. Bloom's taxonomy moves students from the most basic skill to higher order thinking skills. Most teacher created assessments test at the lower level of the taxonomy, research has shown that students remember more when they learn to handle the topics of the higher level of the taxonomy. (Garavalia, Hummel, Wiley, & Huitt, 1999) Yes, teachers use Bloom's in the classroom, but I am working on my Media Specialist degree, I can see how the librarian can use this in the library when teaching students about digital resources and research. 

References: 

Fullan, M. & Langworthy, M. (2014) A richseam: 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 

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

EIM 505 Theories of Critical Thinking

A major component of being a 21st century learner is critical thinking. Being able to apply knowledge that you have learned and solve problems are important skills for students to be both college and career ready. Technology enhances the ability for this to take place in the school setting, more than ever before. In new pedagogies, technology is “used to discover and master content knowledge and to enable the deep learning goals of creating and using new knowledge in the world”(Fullan, M. & Langworthy, M. , 2014). Often, it is said that technology causes us not to be able to think for ourselves, and I have been guilty of thinking this myself. However, if used correctly technology can positively impact the depth of learning.

Bloom's Taxonomy shows us just how important depth of knowledge is for our students. We must make sure that we not only reach the lower levels of learning, but that we also reach the top two levels, evaluation and create, where students are more likely to retain knowledge. Research shows this is “because more elaboration is required” (Huitt, W. 2011). Technology allows for these levels to be reached with ease and with more depth. Students can utilize different apps and software where they can create standards-based, digital artifacts. Using a digital platform, allows for an easier collaborative experience, as well. You have easier access to the ideas and theories of others that can lead to improving current work and reimagining innovations. This can create memorable teaching moments for students that directly leads to retention. 

 Research shows that the rate of adoption for emerging technologies is highest when relative advantage, complexity, and compatibility are shown (Rogers, E. M., 1963). As an instructional coach, this shows me that a top priority when introducing new technology is to show our faculty how new resources will enhance and ease current practices. Another important factor is visibility, so making sure these innovative technologies and their benefits are seen. This can be done by sharing practices on Social Media, or through professional development. It is imperative that this is done, so that our schools continue to evolve with the workforce that we are preparing our students for.  

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 

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

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

EIM 505 Theories of Critical Thinking

 

The readings for this assignment were fascinating to me. I am a first-grade teacher, and I am blessed to have a one to one student to technology device ratio. I also serve as our building’s technology coordinator, so technology is literally all around me daily. I am constantly trying to be better at ensuring the technology we have is being used to its fullest potential to yield the highest student achievement possible. This thought directly relates to the deep learning model where part of the goal is to create “creative, connected, and collaborative life-long problem solvers.” (Fullan, 2014, p. 2) Using technology and digital tools is part of the answer to accomplishing that goal. Technology is all around today’s students and isn’t going anywhere. Our responsibilities as teachers are to use the technology we have in creative ways to push students to the next level in their learning. The deep learning goal also directly relates to Bloom’s levels of learning, and the use of digital tools makes achieving all of the levels easier. Students can be more creative with the use of digital tools. When I think of projects I completed in school, it usually involved a trip to a store to buy a poster board and various art supplies as well as cutting pictures out of a magazine. In today’s technology-driven world, students can create something to show their understanding of a topic electronically. They can then share it with their classmates for collaboration and evaluation meeting all levels of Bloom’s Taxonomy. (Huitt, 2011)

As I read The Adoption Process, I thought about my role as technology coordinator, the staff at my current school, and how they fit into the “five adopter categories” in terms of new technology. (Rogers, 1963, p. 72) Technology is ever-changing, and sometimes it seems that you are just getting used to something when the next new thing comes out, whether it be a new piece of technology, an update that changes an app, website, operating system, or anything else. Sometimes the constant change is overwhelming and if you are already uncomfortable with using and implementing technology in the classroom you may feel more overwhelmed. However, if you have others to help, things will feel easier for you and make the adoption process smoother. (Rogers, 1963)

One of my responsibilities as a classroom teacher is incorporating weekly lessons aligned to the fairly new digital literacy and computer science standards Alabama adopted in 2018. These standards encompass many things, including teaching students to think like a computer, coding, and safely using digital tools and resources. The importance of these lessons and standards is easy to see as with technology students have immediate access to information. Having that immediate access can be both good and bad which is why “empowerment and protection are both needed” (Hobbs, 2011, p. 15) when using digital tools. There is no question as to why the use of digital tools in the classroom by both teachers and students is needed. Teachers can add more depth to their lessons and “meet a variety of learning styles.” (Kuhn, 2018, p. 19) Below-level students can use their tools and research-based programs to remediate needed skills. Whereas above-level students can enrich their learning and take their understanding a step further with their digital tools and programs. 

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

 

Theories of Critical Thinking

Technology is a powerful tool when used effectively in the classroom. Through understanding of the deep learning theory, teaching effectively is as simple as fostering what is already emerging for our learners. (Fullan, 2014) For me, this theory ties in directly to Bloom's Taxonomy. Blooms Taxonomy is written with verbs ascending the levels of thinking. (Huitt, 2011) This is simply allowing for the learner to be an active participant in their learning; oftentimes, this could be through presenting information that they have learned using technology. We are living in an ever-changing world where technology is becoming an essential part of living and communication. Students are immersed in technology outside of school. Allowing students to present knowledge in a digital form is simply allowing a real-life connection between themselves and their learning.  

   

While we are living in a rapidly changing world, we as educators are responsible for providing students with the understanding of how to use technology functionally, correctly, and safely. (Hobbs, 2011) In order to prepare students for future jobs and living, students need not only exposure to technology usage, but also fundamental skills that will ensure that they are using it in an effective and worthwhile manner. One way that I ensure the use of technology with my students is through the reading of media and current events. The reading program that my classroom uses has current events that change weekly. Each week, my class spends time researching current events in order to keep up with news, but also to ensure that students are able to identify news outlets that may or may not be credible.  

Through reading Kuhn’s article about connecting depth and balance, I was able to make the most connections from text to my classroom. (2008) Because I teach students with special needs, I am constantly trying to think of ways to differentiate all learning in order to make material accessible to all students. The use of technology has been one of the most effective ways for me to ensure student success. All students have unique needs and learning styles, and when technology is used appropriately, it is a useful tool in differentiating work in order to meet the needs of all learners. Not only has this allowed me to provide more successful learning in my classroom, but my coworkers, as well. Working together to create materials that are accessible to all students has created a collaborative learning environment where we are not only able to share ideas, but also create a place where students are able to be successful based on individual needs.  

 

 

 

 

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. 

 

Huitt, W. (2011). Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved 01/29/2023, from http://www.edpsycinteractive.org/topics/cogsys/bloom.html  

 

Kuhn, M. S. (2008). Connecting depth and balance in class. Learning & Leading with 

Technology, 36(1), 18-21. Retrieved from Academic Search Premier database.