As a pre-k and kindergarten STEM teacher, I must consider the influence of educational theories and concepts on my students, coworkers, and classmates, especially in the realm of technology integration and digital literacy. Deep learning emphasizes personalized and experiential learning, which in the context of young children means engaging, technology-enhanced lessons. Utilizing educational apps, interactive whiteboards, and age-appropriate digital tools enables me to craft immersive learning experiences tailored to individual learning styles and paces, promoting a deeper understanding of STEM concepts.
Bloom's Taxonomy, with its hierarchical levels of learning, guides me in designing progressively challenging lessons for young learners. Technology serves as a valuable scaffold to navigate these levels effectively. For instance, I can employ interactive apps to help students remember and understand fundamental STEM facts, then transition seamlessly to activities that encourage them to apply and analyze information through problem-solving and experimentation.
The diffusion of innovations theory plays a pivotal role when introducing new technology to the classroom. Identifying the innovators and early adopters among my coworkers or classmates who readily embrace new tech tools allows for early experimentation and feedback gathering. To ensure a smooth adoption process for the early and late majorities, it's essential to provide comprehensive training and resources. Additionally, personalized support may be necessary for the laggards, making sure everyone can integrate technology effectively into their teaching or learning practices.
These educational theories significantly shape my role as a pre-k and kindergarten STEM teacher, particularly concerning the integration of technology and the promotion of digital literacy. By incorporating deep learning principles, applying Bloom's Taxonomy in lesson planning, understanding the diffusion of innovations, and catering to various types of adopters, I create a dynamic and inclusive educational environment that equips young students with vital 21st-century skills while fostering a lifelong passion for STEM.
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/onedotcom/global/Files/aboutpearson/innovation/open-ideas/ARichSeamEnglish.
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.edpsychinteractive.org/topics/cognition/bloom.
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.
Brandi, I think it is excellent that as a pre-k and kindergarten STEM teacher that you are designing your lessons with Bloom’s Taxonomy in mind. The earlier we introduce children to more than simply “remembering” and into higher levels of learning, the more they will develop higher order of thinking skills and be quick to utilize them naturally. Additionally, as readily available as technology is in today’s world, it would be a failure to not include it in the classroom as an aid into taking students into deep learning. Due to familiarity and comfort with technology, do you find that a higher number of younger children are innovators and earlier adopters than in years past?
ReplyDeleteBrandi , Your post is truly insightful. I appreciate how you emphasize the importance of deep learning, personalized experiences, and technology integration, especially for young learners. It's evident that you're not only aware of these theories but also adept at applying them effectively in your teaching practice.
ReplyDeleteYour mention of Bloom's Taxonomy is particularly noteworthy. Designing lessons that align with the different levels of Bloom's Taxonomy is a valuable approach, and it's great to see you using technology as a scaffold to navigate these levels. This not only encourages a deeper understanding of STEM concepts but also helps young students develop critical thinking skills from an early age.
Your consideration of the diffusion of innovations theory is crucial, especially when introducing new technology to your colleagues and classmates. Identifying early adopters and providing comprehensive training and support for all levels of adopters is a thoughtful strategy to ensure successful integration. For me your approach to creating a dynamic and inclusive educational environment for young students is commendable. By combining these educational theories with your passion for STEM, you're undoubtedly making a significant impact on your students' education and their lifelong learning journey. Your post serves as an inspiration for educators looking to enhance their teaching practices through theory-driven approaches.
Brandi, I thoroughly enjoyed your paragraph about the diffusions of innovations theory. One of the main reasons I love working on this instructional technology degree is learning about all the cool and innovative websites that are available for my use. Even though I teach at the collegiate level, I've been able to use websites that are geared more toward secondary students in my own lessons, and my students enjoy them, too! With the rapid evolution of technology, I think educators will begin to find new ideas from the apps and websites students are using in their everyday life. The best approach to reaching students is to meet them where they're at!
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