The theories of Deep Learning, Bloom's Taxonomy, the Diffusion of Innovations, and the Types of Adopters can have many positive effects on students. According to Kuhn (2008), the use of technology in the classroom makes it “easier for teachers to ensure depth and balance in their lessons…”. Therefore, if teachers are using technology in the classroom, they are utilizing these theories of critical thinking, even if they aren’t explicitly trying to (Kuhn, 2008). I have seen this in my classroom as well. The increased use of technology during my lessons has created many opportunities to increase the depth of learning for my students.
With the use of technology in the classroom and the ever-increasing digital world, comes the importance of teaching students about digital and informational literacy. According to Hobbs (2011), “For people to achieve the personal, professional, and social benefits of thriving in a digital age, these skills are not just optional or desirable—they are the essential elements of digital citizenship.” As an educator, I believe it is part of my job to make sure that my students increase their digital and informational literacy skills while in my class. Luckily, I can use my school’s media specialist (librarian) as a resource to help teach my students these skills (Hobbs, 2011).
Fullan and Langworthy (2014) 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, holistic human beings who not only contribute to but also create the common good in today’s knowledge-based, creative, interdependent world.” This quote resonated with me because I have always wanted to reach the entire student- both in mathematics and holistically. Technology has and continues to make this task more manageable.
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.
Chase,
ReplyDeleteI can see how the use of technology in your math class has created more opportunities to increase the depth of learning for your students. As a current kindergarten teacher, I am learning how to effectively utilize technology with five and six year olds. Like you, I believe I am responsible for teaching my students digital literacy skills that will help them as they get older. I love how you use the Media Specialist at your school as a resource. Collaborating with classroom teachers is one of the things I most look forward to as I complete my Library Media degree and work in that field in the future.