Theories of Critical Thinking blog post
The intersection of Deep Learning, Bloom's Taxonomy, the Diffusion of Innovations theory, and the classification of adopters can have a profound impact on students, coworkers, and classmates, especially in the context of technology in the classroom and digital/information literacy. Deep Learning, with its focus on understanding and applying knowledge, line up closely with Bloom's Taxonomy. When educators incorporate technology effectively, they can facilitate higher order thinking skills, moving beyond repetition memorization to analysis, synthesis, and evaluation. This empowers students to become critical thinkers and problem solvers in the digital age. (Kuhn 2008)
The Diffusion of Innovations theory helps us understand how new technologies spread within educational settings. Innovators and early adopters are often the trailblazers, experimenting with new tools and methods. Educators who identify with these categories can drive improvement in the classroom, potentially enhancing the learning experience. Meanwhile, the early and late majority, as well as slackers, may adopt technology at different rates, highlighting the importance of accommodating various comfort levels and providing support for technology integration.
Kuhn's concept of "connecting depth and balance" emphasizes the need for a balanced approach to technology use in the classroom. It's crucial to strike a balance between deep, meaningful learning experiences and the combination of technology as a tool to facilitate learning. Overreliance on technology without a focus on pedagogical depth can hinder educational outcomes. (Kuhn 2008)
In terms of digital/information literacy, these theories highlight the importance of teaching students not only how to use technology but also how to critically assess and apply information. Understanding the distribution process helps educators anticipate challenge and adapt their approaches to different adopter groups, ensuring that digital literacy initiatives reach a wider audience. Hobbs, R. (2011)
In conclusion, the relationship between these theories shapes the way educators approach technology in the classroom and digital/information literacy. By incorporating deep learning, Bloom's Taxonomy, the original levels by Bloom et al. (1956) were ordered as follows: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. (Forehand 2005)
References
Forehand, M. (2005). Bloom's taxonomy: Original and revised.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved January 2009, from http://projects.coe.uga.edu/epltt.
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.
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