In today’s educational society, technology is no longer a supplement but
rather a core component of meaningful teaching and learning. Michael Fullan and
Maria Langworthy’s concept of Deep Learning encourages educators to expand
beyond surface-level instruction into pedagogies that promote creativity,
critical thinking, collaboration, and real-world problem solving. This shift requires
not only digital access but also digital literacy, as mentioned by Renee Hobbs.
Her work indicates the need to empower students with the skills to access,
analyze, create, and reflect on media content. These capabilities are essential
in a world overflowing with information and misinformation.
Bloom’s Taxonomy supports this by providing a
framework for progressing from remembering and understanding to applying,
analyzing, evaluating, and ultimately creating. When students use technology
not just to consume but to create things such as producing podcasts, blogs, or
digital presentations, they are able to reach the higher order thinking skills as
Bloom described. But this jump doesn’t happen at one time. According to Everett
Rogers’ Diffusion of Innovations theory, individuals adopt new ideas and
technologies at different rates. In a classroom, innovators and early adopters
might quickly embrace new tools like AI or interactive platforms, while the late majority
and laggards
could possibly resist due to discomfort or lack of support.
As educators, we must acknowledge this
adoption spectrum not only among students but also among colleagues.
Professional learning communities can be a space where early adopters share
success stories and strategies, easing the transition for others. Kuhn reminds
us that balance is key and depth must be maintained while embracing new
methods. By aligning deep learning with thoughtful implementation of technology
and scaffolding digital media literacy using Bloom’s structure, we can support
all learners, regardless of their place on the innovation adoption curve, in
achieving 21st century readiness.
E. Robinson, your post thoughtfully combines many essential frameworks. Fullan and Langworthy’s Deep Learning, Bloom’s Taxonomy, and Rogers’ Diffusion of Innovations are presented in a way that highlights the layered challenges of teaching in a technology-driven world. I especially appreciate how you emphasize digital literacy not just as a skill but as a crucial part of deeper learning. One idea I’d love to understand better is your perspective on professional learning communities as spaces for bridging the innovation gap among educators, something I haven’t reflected on deeply. I also wonder how we can ensure that creative uses of technology, like podcasts, are equitable across schools with varying resources.
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