Technology in the classroom and digital literacy has become a hot topic of discussion in education circles as of late. One theory to help further that cause would be deep learning. This theory’s main idea encourages students to gain skills and knowledge to help them become better problem solvers in a technology ran world. Also, it speaks to their holistic health by desiring to bring out the good in themselves and in others by sharing their knowledge to improve mind, body, and soul. This speaks directly to the impact on students and their state of learning. If we can put students into a state of deep learning, they will be better prepared to succeed in the world upon graduation. Students will take skills in technology and digital literacy and apply them in their job. An elementary example would be taking data given to them, then using the data to create an online application that will fix the said problem. This effort to put students into a level of deep learning can be achieved by using Bloom’s Taxonomy to lead their learning.
When speaking on Bloom’s Taxonomy in relation to students and coworkers, one tends to lead in a more negative trend and the latter a positive. In relation to the students, it is in a negative trend, this is shown through how we teach and discourse without students gaining knowledge on digital literacy and technology. Students cannot be routinely tested on simple vocabulary words. We should move them into the application phase by allowing them to work to solve problems within the technology space. Then, they can build into analysis and synthesis. Teachers are on the positive end of this by being able to choose the manner in which technology is presented and used within their classroom.
Diffusion of Innovations translates to technology learning and digital literacy in the classroom in the terms of how information is gathered and delivered to students. First, innovators are summed up in the article as people who are okay with taking risks that could go good or bad when it comes to their farming. Coworkers and classmates can relate to this by taking risks in how we deliver information to our students. We can put them in situations in order to analyze different situations involving digital literacy and technology by giving them direct assignments that cater to both. Early adopters relate to this by getting administration on board as teachers take risks within the classroom. We need people that other teachers and central office personnel respect to give us a “stamp of approval” in these different projects. These projects will put students in different situations through allowing them to break away from a traditional textbook assignment, and use technology as their main tool for education. Early majority can be viewed as teachers that are within your teaching circle and will at least be open to the idea of discussing and tryin these technology based learning styles after they see a fellow teacher using these strategies. Late majority can be related to teachers that have a tougher time adapting and using technology in their classroom. Typically, physical education, traditional agriscience workshops, and any alternative classes have trouble and become hesitant after not finding many opportunities within their teaching to use technology or speak on digital literacy. These teachers can be brought around by seeing their school or district using these policies. Laggards are seen in this as teachers that are bound by older models of teaching and will not change unless forced to do so.
Fullan, M. & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. London: Pearson
Huitt, W. (2011). Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University.
Rogers, E. M. (1963). The adoption process II. Journal of Cooperative Extension, 1(2), 69-75.
Great point about the early adopters. The early adopters make way for changes in the classroom and how technology can enhance the lessons being taught. If funding were not an issue and professional development were offered, do you think there would be more "early adopters"? In the meantime, technology does not have to be financially bound. Incorporating the free resources into the lessons can promote the application, analysis, and synthesis of learning.
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