When considering the crossover of Deep Learning, Bloom's Taxonomy, the Diffusion of Innovations, and the Types of Adopters in relation to technology in the classroom, a key takeaway is that education is evolving in response to technological advancements. “In A Rich Seam” by Fullan & Langworthy (2014), the authors emphasize that deep learning requires not just a basic use of technology but its integration into pedagogy to promote student engagement and critical thinking. This aligns with Bloom’s Taxonomy, which suggests that higher-order thinking skills—such as analyzing, evaluating, and creating—are essential in fostering deep learning experiences. As students move up this taxonomy, technology can serve as a tool that supports these complex cognitive tasks.
The Diffusion of Innovations theory by Rogers (1963) plays a significant role in understanding how different people adopt new technologies at different rates. In classrooms, students, teachers, and administrators fall into different adopter categories. Innovators and early adopters are often enthusiastic about integrating new tech tools, while the late majority may resist, requiring more guidance and support. Hobbs (2011) adds that digital literacy must be emphasized to empower all learners, especially those who might otherwise be left behind in a rapidly digitizing world.
In my own educational environment, I see clear evidence of these adoption patterns. While some colleagues eagerly experiment with digital tools to enhance student learning, others prefer traditional methods, which can slow the spread of technological innovations. By understanding where each person fits in Rogers’ adopter categories, I can better tailor my approach to help bring everyone along the digital learning journey. Ultimately, as Kuhn (2008) points out, finding a balance between depth of learning and technological engagement is key to fostering meaningful learning experiences.
Building on these ideas, it’s essential to recognize that technology can be both a driver and a barrier, depending on how it is implemented. While innovators and early adopters thrive in environments where new tools and methods are constantly introduced, the late majority often require more structured training and demonstrations of success to feel comfortable making the transition. This can lead to a divide in classroom effectiveness, as those less inclined to adopt new technologies may struggle to keep up with digital literacy demands and visa versa. According to Rogers (1963), this disparity is not just a technological issue but also a social one—educators must focus on creating inclusive environments where all students, regardless of their technological comfort level, can engage in deep learning. Fullan & Langworthy (2014) also highlight the importance of pedagogical shifts, which means that schools must rethink their approaches to not just teach with technology but also teach how to learn with technology. The goal is for all students to develop the critical thinking skills and adaptability required to succeed in the digital age.
References:
Fullan, M., & Langworthy, M. (2014). “A rich seam: How new pedagogies find deep learning”. Pearson. https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/about-pearson/innovation/open-ideas/ARichSeamEnglish.pdf
Hobbs, R. (2011). Empowering learners with digital and media literacy. “Knowledge Quest”, 39(5), 12-17.
Huitt, W. (2011). Bloom et al.'s taxonomy of the cognitive domain. “Educational Psychology Interactive”. Valdosta State University. http://www.edpsycinteractive.org/topics/cognition/bloom.pdf
Kuhn, M. S. (2008). Connecting depth and balance in class. “Learning & Leading with Technology”, 36(1), 18-21.
Rogers, E. M. (1963). “The adoption process II.” Journal of Cooperative Extension, 1(2), 69-75. https://archives.joe.org/joe/1963summer/1963-2-a2.pdf
Your interpretation of The Diffusion of Innovations article was spot on. Your blog post was great at emphasizing the importance of not just using technology as a tool but of using it effectively for learning. This was especially the case in the last paragraph, where you explain how the types of adaptors evolve with technology in the classroom differently and how there can be a gap that has to be filled to in order for students to get the most out of the tools they have access to. My favorite part about your blog posting was the statement "schools must rethink their approaches to...teach how to learn with technology." Often times students are prompted to "use" technology without knowing how to benefit from the use.
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