Theories of Critical Thinking-Lin Slater

 

Theories of Critical Thinking Blog-Lin Slater

 

    After reading the articles I feel I learned a lot of different perspectives on technology. My thoughts on these articles are very complex. As I read the article, “Empowering Learners with Digital and Media Literacy”, it really made me think about the importance of literacies. Digital and media literacy has been the pinnacle of today’s ways of teaching and learning in the classroom setting. As a current Health educator, media literacy has become an integral part of learning in today’s current health education. Also, it can be used as a tool to continue to teach advances in health and medicine. As a teacher in today’s education, we must ensure our students are comfortable with using technology when researching the foundations of health and learning basic concepts of health and wellness. I have adapted with the movement of digital and media literacy. I learned that incorporating more technology use in my classes, helped my students enhance their researching and collaboration skills. (Hobbs, R. (2011)  

     Looking at the levels of Bloom Taxonomy (Huitt, W. 2011) educators have the opportunity to ensure students are achieving educational goals. Students must be able to apply the knowledge and demonstrate their comprehension of the material presented to them. Students should be able to relay that information in a way that shows the teacher they have grasped the concept of the material taught. As a Health educator, the objective of health is to be able to apply knowledge taught during the course to enhance a healthy lifestyle. Most students have not been properly educated on how to become healthy and maintain health throughout life. The levels of Bloom’s Taxonomy give a deep look at how these educational goals can be reached, therefore giving educators a broad idea of how to teach and ensure the student’s comprehension of material.

      Using technology in the classroom can make it easier for teachers to reach students in a variety of ways. I’ve found the review games, online quizzes, and research engines to be beneficial in diverse student learning. Diverse learners can greatly benefit from the online tools, as we are seeing a shift in basic classroom teaching to technology. Reaching students and raising interest in learning in different ways is important. (Kuhn, Matthew S. 2008) As teachers are finding new ways to plan effective lessons, we can be sure to include technology as a base to our creativity in finding ways to reach each and every student. As I plan lessons, I always keep in mind of my students different learning styles. Various technologies should always be considered when planning lessons, so that students have every opportunity to comprehend the presented class information. (Kuhn, Matthew S. 2008)

 

References:

Fullan, M. & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. London: 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. Retrieved from Academic Search Premier database

Huitt, W (2011) Bloom et al Taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from 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. 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

 

 

 

 

 

Theories of Critical Thinking by Pam Ancelet

After reading this week’s articles, I started to realize just how unified deep learning, digital/media literacy, and innovation really are. Fullan and Langworthy (2014) argue that deep learning goes far beyond just using technology but that it’s taking time to rethink how we teach so that students prepare for the real world as they expand their critical thinking skills. This really hit me because I see so many classrooms, mine included; where technology is used more for convenience than that of transformation.  It's more convenient to have them practice vocabulary with a Blooket or Quizlet than it is to teach them how to compare real world situations to the topic we are teaching them about from the standards. 

Connecting this to Bloom’s Taxonomy (Huitt, 2011), I think that  remembering and understanding information isn’t enough anymore. Our students should be doing things like analyze, evaluate, and even create with technology integration that helps get them there. Hobbs (2011) emphasizes that digital and media literacy allows learners to be smart consumers and creators of information. In my own classroom, I know I need to do more to help students critically evaluate what they see online and contribute unbiasedly and responsibly to the digital world.

Of course, getting everyone on board with these ideas is its own challenge. Rogers’ (1963) diffusion of innovations theory helps explain this.  Some teachers jump in eagerly while others hang back until they see some benefits or feel more comfortable.  Some just simply don’t like change.  This is true for students, too. I’ve learned that if I want new tools or approaches to stick, I need to support my coworkers and students at every stage of the adoption process.  I start a new position tomorrow and part of my job duties will be just that.  I hope to create a culture where experimenting with new ideas feels safe and supported, not overwhelming.

These readings reminded me that real change is about more than just the tools we use.   It's a lot about everyone’s mindsets. As I start my new job, I want to focus on creating deeper, more engaging learning experiences that help teachers and students think critically while using technology wisely, and feel confident navigating the ever-changing information available to them.

Work Cited

Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. Pearson. Retrieved from 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. Retrieved from 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. Retrieved from https://archives.joe.org/joe/1963summer/1963-2-a2.pdf

Theories of Critical Thinking by Taylor Bradford

     Technology has become the forefront in today's society and how we communicate with and learn from each other. As a young educator I had the opportunity to grow up using technology in the classroom. I have now been teaching kindergarten for two years and have been able to witness firsthand the developments that have been made in the classroom. Technology is used more frequently and with greater purpose than it was ten years ago. All five of the articles detailed reasons of why and ways in which technology has been integrated into the education system. The use of technology has been backed by many forms of research and theories including those discussed in the articles. By using what we know about the technologies available today and the data proven by these theories we can create a unique opportunity for our students to develop their literacy skills that was not possible before. 

    In the article that referred to Bloom's Taxonomy the two highest levels of the hierarchy were discussed. I think the information discussed in this article helped me to define what it truly meant to be able to synthesize and evaluate information. As I went on to read the other articles I had a lightbulb moment that I hadn't realized before. Technology has opened the door to a brand new world for what it truly means to teach and to learn. As much as it has changed our perspective as teachers, it has also changed that of our students as well. Having access to this brand new innovations allows our students to express themselves and learn in their own style.

    In the articles they also discussed Gardner's Theory of Multiple Intelligences. This is one of the main reasons I started studying technology and the ways it can improve instruction in the classroom. Being a teacher has shown me how different people think and learn. The different ways to explain your ideas and learning are endless. These articles help to define the ways in which technology can make this possible for so many. As educators we have to be mindful of our students and their varying needs. 

    With the use of technology and digital/media literacy we can focus our efforts on ways to provide for our students. I am very passionate in the use of tech in the classroom and the benefits we can reap from the use of it. Being a young educator I have faced difficulties working with more seasoned coworkers. They can be hesitant to trying new things, including technology. It is my hope that I can use my knowledge from these articles and my other courses I have taken to help encourage them to use technology. I think that once the begin to see the effects/benefits they will be pleasantly surprised.

Chun_App Review

I choose a 8th grade mathematics standard from Common Core.

• Common Core Standards [8.G.B.6] - Explain a proof of the Pythagorean Theorem and its converse.

1) GeoGebra

https://www.commonsense.org/education/reviews/geogebra

GeoGebra is a software that combines features from graphing, geometry, spreadsheet, probability, statistics, and 3D graphs (for calculus) into a single platform. In 8th grade mathematics, a geometry feature from GeoGebra is used to explore standards related to geometry, like the above standard from Common Core. GeoGebra is a free software, and it's designed for students at all levels of education. To access GeoGebra, an individual can visit its website or download an app. GeoGebra is compatible with all computer devices (e.g., computers with Windows OS and macOS), and it's also compatible with all mobile devices (e.g., devices with Android OS and iOS). I used Common Sense Education for the review site for the following reasons: 1) an expert who reviewed this application have been employed in education for 20 years or more, 2) this review is unbiased, as it's not influenced by developers or funders of GeoGebra, and 3) this website is nonprofit, which means the reviewers do not get paid for leaving reviews.

2) Desmos

https://www.commonsense.org/education/reviews/desmos

Desmos is a software that's primarily known for graphing features, as it allows the user to graph equations and manipulate them by using sliders associated with the entered equations. Desmos also provides a variety of features such as a scientific calculator, four-function calculator, geometry, matrix calculator, and 3D graph. Although Desmos and GeoGebra have very similar features, there's one major difference: Desmos Classroom Activity. Desmos Classroom Activities are interactive digital lessons built by the Desmos Team or educators that engage that's designed to engage students in understanding mathematical concepts easily through visuals, manipulation, and live feedback from teachers. To use Desmos Classroom Activities, a teacher must create an account. There are numerous Desmos Classroom Activities that a teacher can use to teach proof of the Pythagorean Theorem and its converse. Desmos is a free software, and it's designed for students in middle school and beyond. To access Desmos, an individual can visit its website or download an app. Desmos is compatible with all computer devices (e.g., computers with Windows OS and macOS), and it's also compatible with all mobile devices (e.g., devices with Android OS and iOS). A review from Common Sense Education was selected fro the following reasons: 1) an expert who reviewed this application is a teacher with at least eight years of experience, 2) the review is unbiased, as it's not influenced by developers or funders of Desmos, and 3) this website is nonprofit, which means the reviewers do not get paid for leaving reviews.

3) Numbers

https://www.commonsense.org/education/reviews/numbers

Number is a spreadsheet software that allows users to perform calculations (using the Formula feature), analyze data, and create visualization from the data. I believe this is a great supplementary tool that teachers and students can use to record their findings, along with the use of GeoGebra or Desmos when investigating the converse of Pythagorean Theorem. For example, a teacher can set up a template (e.g., length of a, length of b, length of c, value of a^2 + b^2, and value of c^2). As students record their findings, they will eventually realize that c^2 > a^2 + b^2 is an obtuse triangle and c^2 < a^2 + b^2 is an acute triangle. Numbers is a free software, and it's designed for students in middle school and beyond. Number is compatible with all Apple devices (e.g., iPhone, iPad, MacBook, and Mac). People who have Windows OS or Android OS can use this by going to the iCloud website, but they will need to create an Apple account. A review from Common Sense Education was selected for the following reasons: 1) an expert who reviewed this application has experience in education field, 2) the review is unbiased, as it's not influenced by developers or funders of Numbers, and 3) this website is nonprofit, which means the reviewers do not get paid for leaving reviews.

I believe...

Desmos is the best app out of the three apps I selected for this assignment for multiple reasons. First, Desmos supports various types of learners through interactive visual and manipulation features. For example, visual learners can explore the slope-intercept form in real time, and kinesthetic learners can learn the effects on the line when manipulating the slope of the slope-intercept form in real time. Second, Desmos is free and user-friendly. In my opinion, I believe Desmos has a user interface that's very intuitive, which saves its users from having to learn how to find and use tools in Desmos. Third, Desmos is very versatile, as it offers a variety of features such as a scientific calculator, four-function calculator, geometry, matrix calculator, and 3D graph. This variety of features allows all students in middle school and beyond understand and delve into mathematics concepts easily. Lastly, Desmos provides Classroom Activities, designed by Desmos Team or educators, that covers plenty of mathematical concepts. These activities allow teachers to conduct an engaging lesson that could benefit students in multiple ways. For example, Classroom Activities allows teachers to monitor students' progress in real time, and this allows teachers to provide real-time feedback to students. To put it simply, Desmos takes mathematics beyond the textbook; it brings mathematics to life. That's why I believe Desmos is the best app.

Theories of Critical Thinking - Ashley Thompson

     As I prepare for my role as an educator in today's digital world, several key theories about critical thinking and digital literacy stand out to me. One of the most important concepts comes from Renee Hobbs (2011), who emphasizes that digital and media literacy goes far beyond simply knowing how to use technology. It's about teaching students how to think critically, analyze information, create content, and be responsible digital citizens. As educators, we are not just teaching how to use tools, we are teaching students how to navigate the complex online world thoughtfully and ethically. Sadly, as you walk through some classrooms, technology is being used as a time filler, teachers will put students on the computers without giving them a directive, thus creating irresponsible digital instruction. This is mostly not the teachers fault, educators have not been properly trained on how to successfully integrate technology into the classroom.  

    Huitt (2011) further supports this idea by explaining how Bloom's Taxonomy can guide teaching strategies. This framework helps teachers move beyond simple memorization and into higher thinking skills like analyzing, evaluating, and creating content that promotes deeper levels of understanding. In a library or classroom setting, this means encouraging students to not just gather information but to use it to solve problems, ask deep questions, and create meaningful work. My goal is to design lessons that make learning not only purposeful but also engaging and relevant to real-world challenges. 

    Fullen and Langworthy (2014) also highlight the importance of the "new pedagogies" that focus on collaboration, real-world problem solving, and leveraging digital tools. This approach shifts the teacher's role from being the sole provider of knowledge to being a mentor and facilitator who helps students take charge of their own learning. While it can be intimidating to start designing lessons that integrate technology in meaningful ways, this shift ultimately allows students to develop lifelong learning skills that will serve them well in the future. The entire world is being taken over by new technologies every day, if we do not teach our students how to properly handle the digital world we are inevitably setting them up for failure in the real world. 

    Roger's Diffusion of Innovations theory (1963) ties all of this together by explaining how different groups adopt new ideas at different rates. In any school setting, you'll have the innovators and early adopters who are eager to try new technologies, while others may be slower to adapt due to uncertainty or preference for traditional methods. Understanding this helps me as an educator support my colleagues and students through this transition into more digitally driven learning. One of the biggest challenges we face is getting everyone on board with these ideas. A lot of educators are still under the belief the technology should not be in the classroom, or at least not for long periods of time. This comes from the lack of education on how technology can help advance our students. Knowledge of this comes from professional developments that needs to take place in the school systems so we can train our educators on how to integrate these new devices and learning strategies into the classroom. Overall, combining these theories equips educators with a strong foundation to foster critical thinking, digital literacy, and meaningful learning experiences for all students. 

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/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. 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.edpsycinteractive.org/topics/cognition/bloom.pdf  huitt.pdf

Kuhn, M. S. (2008). Connecting depth and balance in class. Learning & Leading with Technology, 36(1), 18-21. Retrieved from Academic Search Premier database.  Kuhn_Depth_Balance.pdf

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 

Empowering Learning Through Technology and Critical Thinking

Empowering Learning Through Technology and Critical Thinking

The overall theme of these articles emphasizes empowering students to deepen their learning through intentional integration of digital literacy of technology. Educators are called to use technology responsibly. It should not be used as a replacement for instruction, but as a tool to redefine their roles as facilitators, mentors, and instructional leaders in a dynamic, student-centered classroom. Administrators should focus on the correct use of technology in the classroom that encourage deep learning outcomes like self-directed learning, perseverance, and real-world action (Fullan & Langworthy, 2014). Encouraging teachers to become facilitators and mentors of students will create a better environment for learning. According to Fullan and Langworthy (2014), using correct digital literacy strategies in the classroom will “contribute to a clearer vision of a new model of education” (p. 2).

Using technology effectively in the classroom can be a challenge for many teachers, especially when trying to design activities that incorporate both differentiation and appropriate levels of depth. Without clear guidance, aligning digital tools with curriculum standards and higher-order thinking skills can feel overwhelming. School leaders should provide support and professional development that helps teachers use technology purposefully and effectively. Although Bloom’s Taxonomy is widely known, many educators rarely use it intentionally in lesson planning or integrated with technology (Kuhn, 2008). Kuhn (2008) demonstrated that educational technology can support the integration of higher-order thinking tasks, “making it easier for teachers to ensure depth and balance in their lessons” (p. 18). Huitt (2011) reinforced this need in the classroom by explaining that higher levels of Bloom’s Taxonomy such as analyzing, evaluating, and creating require a deeper cognitive engagement. Engaging students at these levels of thinking lead to improved retention of content and more meaningful learning outcomes. When administrators help teachers apply these frameworks consistently, students become more engaged, and learning becomes more meaningful, relevant, and reflective in real-world problem-solving.

Access to technology whether materials or digital was a recurring theme throughout several of these articles. Administrators must look for ways to help teachers integrate technology even when access may not be readily available. In some rural communities, school leaders must work toward providing equal access to students so that they will have the same opportunities as their peers in urban communities. Administrators should act as advocates and facilitators of innovation. Recognizing that both the characteristics of technology and the readiness of teachers to adopt it can influence its successful integration (Rogers, 1963). By addressing barriers and supporting teachers with professional development, school leaders can ensure that digital tools can enhance learning for all students. For individuals to truly realize the personal, professional, and social benefits of this digital age, these skills are not optional, they are the foundation of effective digital citizenship (Hobbs, 2011). 

 

Fullan, M., & Langworthy, M. (2014, January). A rich seam: How new pedagogies find deep learning. Pearson.

Hobbs, R. (2011). Empowering learners with digital and medial literacy. Knowledge Quest, 39(5), 12-17.

Huitt, W. (2011). Bloom et al's taxonomy of the cognitive domain. Educational Psychology Interactive.

Kuhn, M. S. (2008). Connecting depth and balance in class. Learning & Leading with Technology, 36(1), 18-21.

Rodgers, E. M. (1963). The adoption process II. Journal of Cooperative Extention, 1(2), 69-75.

 

 

Anna Rains- Theories of Critical Thinking Blog Post

            After reading the assigned articles, several key themes stood out to me as a first-year elementary school librarian (this coming fall), which included the role of digital literacy, the evolution of pedagogical models, and the need to develop critical thinking and deep learning skills. Renee Hobbs (2011) emphasized the importance of school librarians advancing digital and media literacy. In “Empowering Learners with Digital and Media Literacy,” Hobbs explains that digital and media literacy is more than just using a computer. It’s about teaching your students how to think critically, create content, and act responsibly online. (Hobbs, 2011, p. 14) She believes that librarians and teachers play a significant role in helping students develop these skills, enabling them to participate in today’s digital world.

            Huitt (2011) explained how Bloom’s Taxonomy guides teaching practices. It illustrates the various levels of thinking, ranging from basic memory to advanced skills such as analysis and creation. This is important in the library setting because I want students not only to find information, but also to use it to solve problems or create something new.  I want to make their learning meaningful!  

            Kuhn (2008) also explains that technology can support various learning styles and help students dive deeper into their learning. I look forward to utilizing the different technologies available in my STEAM collection to enable students to solve problems and generate new ideas. This technology will allow me to cater to the diverse needs of learners and create more engaging, hands-on lessons. 

            In A Rich Seam, Fullan and Langworthy (2014) talk about “new pedagogies,” or new ways of teaching and learning that involve working closely with students and using real-world problems. Fullan and Langworthy (2014) explain that digital tools should be used to help students create and apply knowledge, rather than just watching videos or reading slides. I am starting from scratch on lesson plans this fall, which I know will be challenging at first, but it will give me the opportunity to plan lessons that are fun, relevant, and give students a voice in their learning. 

            Finally, Rogers (1963) explains the adoption process of innovations related to farm operators in the Midwest. “The relative advantage of a new idea, as perceived by individuals, affects its rate of adoption.” (Rogers, 1963, p.70) This is also said for an innovation’s compatibility, complexity, divisibility, and communicability. Overall, Rogers’ model suggests that the adoption of innovations can be a gradual process often influenced by communication, personal experiences, and social norms. (Rogers, 1963, p.75)  In a school setting, this might mean that a few teachers start using a new teaching strategy or technology, and others follow suit over time. Even before becoming a librarian, I enjoyed experimenting with new technologies in the classroom. I encouraged and taught others how to use “Classwize,” which was paid for by our district as a way to monitor student computer use while still facilitating small group instruction and assessing class progress. Many teachers had seen the email about the program, but didn’t feel they could learn something new at that time. As a librarian, I hope to introduce innovations and technologies to classroom teachers to make their jobs easier!

Theories of Critical Thinking- Joseph Myricks

 In the fast-paced world of education, it's super important to get a handle on how our students, coworkers, and even our classmates interact with technology and information. This isn't just random; it's heavily shaped by some cool theories like Deep Learning, Bloom's Taxonomy, the Diffusion of Innovations, and those distinct Types of Adopters (the innovators, early adopters, etc.). As we bring more tech into our classrooms and really push for strong digital and information literacy, these frameworks offer some awesome insights into how people pick up new things, how they learn, and what teaching methods really click.

Think about what Fullan and Langworthy say in "A Rich Seam" about new ways of teaching that encourage deep learning. This totally gels with Bloom's Taxonomy, especially those higher-level thinking skills like analyzing, synthesizing, and evaluating that Huitt talks about. When we throw in technology like those collaborative online platforms or cool data visualization tools, it can really help us get to that deeper learning. But here's the kicker: not everyone jumps on board at the same time. This is where Rogers' Diffusion of Innovations theory comes in handy. You'll see the innovators eagerly trying out the latest educational tech, followed by the early adopters who see the potential. For instance, that coworker who's already messing around with AI-powered feedback tools? They're probably an innovator. Then, your classmate who tries it out after seeing how well it works for them? That's an early adopter.

The real challenge is getting the majority, the early and late majority, to embrace these new ideas. Often, it means showing them the clear benefits, giving them good training, and creating a supportive vibe. Hobbs's work on boosting digital and media literacy is key here. It's not just about knowing how to use a tool; it's about being able to critically look at information, create responsibility for staff, and understand the ethical side of technology. For those in the late majority, worries about privacy or whether online sources are trustworthy can be big roadblocks. And then there are the traditionalists, who might just say "no thanks" to new tech altogether, preferring the old ways. To get everyone on board, we need to address their concerns head-on and show them how digital literacy directly helps them in their studies or work right now.  When we understand how all these theories fit together, we can introduce and use technology in a smart way, making sure it truly boosts learning and builds those essential digital and information literacy skills for everyone.

Theories of Critical Thinking ~ Kourtney Burwell

 As a 7th-grade science teacher, I’ve seen firsthand how students respond when learning goes beyond worksheets and lectures. Fullan and Langworthy (2014) stress the importance of deep learning, an approach grounded in real-world relevance, collaboration, and creativity. This aligns with my classroom goals, where I utilize technology, such as virtual labs and interactive simulations, to help students grasp abstract scientific concepts. When I use Bloom’s revised taxonomy to design lessons that encourage students to evaluate and create, rather than just remember or understand (Huitt, 2011), I notice stronger engagement and retention.

Equally important is equipping students with digital and media literacy skills. Hobbs (2011) emphasizes the need to teach learners how to analyze, evaluate, and produce digital content responsibly. Which is an essential skill in an era of misinformation. In science, this means showing students how to question the credibility of online sources and present evidence-based findings through digital platforms. However, not all educators adopt these strategies at the same pace. Rogers (1963) identifies the five adopter categories that explain this variation: innovators, early adopters, early majority, late majority, and laggards. Understanding this helps me support hesitant colleagues and foster a more unified approach to digital teaching.

As a future administrator, these theories and practices will shape how I lead professional learning and school culture. I intend to advocate for instructional models that prioritize higher-order thinking and technology integration, while providing differentiated support based on where staff fall along the innovation adoption curve. Kuhn (2008) reminds us that balancing depth with curriculum coverage is essential; as a leader, I would help teachers slow down to go deeper when it matters most. By grounding decisions in research and empathy, I hope to empower both students and staff to thrive in a digitally literate, future-ready school environment.

References 

Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deeplearning. 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

Theories of Critical Thinking Blog - Kidd

                Deep learning is a complex process that involves efforts from administrators, educators, and students. The valiant effort of educators to connect classroom learnings to relevant essentials in everyday life can make or break the learning experience for students. Fullan & Langworthy (2014) established that the walls between schools and the outside need to be more permeable. It is important that administrators suggest improvements, research best practices, and evaluate the effectiveness of strategies employed by teachers under their supervision. Educators work directly in the field of education and can use a variety of perspectives and strategies when considering the range of methods to be used to reach each student. The text states, “The foundation of teacher quality is pedagogical capacity – teachers’ repertoire of teaching strategies and ability to form partnerships with students” (Fullan & Langworthy, 2014). Some strategies used in the modern classroom are outdated or unproductive because they were used during a time when technology had not been cultivated and applied to education. The advantages of digital access to technology in education cannot be denied, and those pushing against digital integration are not considering the benefits for students. Students crave knowledge and comprehension when they can utilize these elements in their practical and professional lives. The text states, “Digital access makes it possible for students to apply their solutions to real world problems with authentic audiences well beyond the boundaries of their schools” (Fullan & Langworthy, 2014). For example, video conferencing, learning management systems, collaboration tools, interactive whiteboards, and educational apps can all be utlilized to connect students to their learning and foster application of learning in the real world. A great deal of differentiation in my classroom is made possible via technology. Students can work at their own pace, receive additional help, or collaborate with others using technology in the classroom. The text states, “But with technology, teachers can more easily differentiate instruction to meet the needs of each student’s learning style with suitable and systematic depth” (Kuhn, 2008). For example, I have used a technology-based exit ticket to gauge the class’s reception of the material covered in the class. Based on their responses or actions, I can quickly identify which students grasped the concept and which students are ready to move forward.  

                My experience with each level of Bloom’s Taxonomy has been a continuous journey. I research and collect student feedback on strategies and techniques that will help me assist students on each element of the taxonomy. Huitt (2011) held that the levels of Bloom et al.'s Taxonomy of the Cognitive Domain are understood to be successive, so that one level must be mastered before the next level can be reached. The successive levels of the taxonomy are arranged in such a way that one leads to the next level. For example, it is very difficult to apply something you have no knowledge or comprehension of. The advantage to the successive levels is the ability to identify when a student needs more time on a lower level to reach the next level. 

                The diffusion of innovations in education has been advanced and hindered by different factors over time. The complexity of any innovation in any field is of supreme importance when considering how it will be received. The text states, “The complexity of an innovation, as perceived by individuals, affects its rate of adoption” (Rogers, 1963). This is a very real fact concerning introducing new things involving technology. For example, I can introduce something new to my class, but if I make it too complicated or difficult to grasp then my students will space out or put forth low effort. Sometimes presenting information on the students’ level by making comparisons, allowing them to practice, and giving consistent feedback can motivate students to adopt innovations and make them their own. Utilizing technology in education is beneficial in many ways, but it also fosters interest and curiosity for students. The text states, “One cannot help but meet a variety of learning styles, with experiential depth, if technology is purposefully and wisely integrated into the regular day-to-day curriculum” (Hobbs, 2011). Technology in education provides a reinforcement of knowledge and lessons that students can access outside of the classroom. Havin a teacher in the classroom or completing a group project in class is most effective when students have the ability to access this information at will without limitations.  

                 The types of adopters concerning innovation introductions revealed to me where issues and potential hinderances were displayed. Early adopters and Laggards are the most crucial categories of adopters of new innovations. The text states, “Early adopters act as examples of how to follow advancements making it work to benefit students, while laggards are detrimental to the innovative process attempting to cling to traditional methods, beneficial or not” (Rogers, 1963). I am aware that not everyone will automatically be an early adopter of innovations, but when I have experienced the laggard mindset amongst my colleagues, I seek to help them by collaborating on ways to implement innovations. Sometimes it helps educators to hear or apply what they have learned when it comes from those on their level. Teachers can help teachers in more meaningful ways when there is coherence between them and the goals of their school. New teachers entering the field must be introduced to technology utilization and integration before entering the classroom to be adequately prepared. The text states, “We must encourage the development of university- community partnerships for teacher education so teachers can be better prepared to activate digital and media literacy competencies in a variety of educational contexts” (Hobbs, 2011). Teacher education provides a great opportunity for future educators to explore the trial and error of integrating digital and media literacy. 

 

 

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/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. Retrieved from Alabama Search Premiere 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.edpsycinteractive.org/topics/cognition/bloom.pdf    

Kuhn, M. S. (2008). Connecting Depth and Balance in Class. Learning & Leading with Technology, 36(1), 18-21. Retrieved from Academic Search  

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