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
Morgan,
ReplyDeleteI too thought about how the use of technology makes teaching all levels of Bloom's taxonomy easier. With the multitude of digital resources out there, the possibilities are endless. I serve as our building's technology coordinator, and I too have found that if I walk alongside a teacher when figuring out new digital resources they are more quickly adopted and put to use in the classroom. With that being of your top priority as an instructional coach, your heart for helping teachers shines! I admire your thoughts on visibility and plan to show my coworkers not only the digital resource but also the benefits of using said resource in the future.