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
I agree with your take on educators using technology as a filler. I think that most educators are lacking the training needed to effectively use technology in their classrooms. They are just ticking the box by allowing the students time on the computer. It is our job as educators to use the research we have been given to better impact our students experiences. I look forward to comparing ideas and helping each other be more intentional.
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