Theories of Critical Thinking
Bringing Depth and Innovation to Digital Learning Spaces
Abbi Underwood
As educators navigating a rapidly evolving digital world, we must recognize how technology is not just an accessory to learning. It is a catalyst for deep learning. Fullan and Langworthy (2014) argue that new pedagogies must move beyond surface-level content delivery to foster skills like problem-solving, collaboration, and citizenship. This resonates with my current work in online education, where I strive to design instruction that encourages students to engage meaningfully rather than passively click through material. Kuhn (2008) echoes this need for balance between depth and breadth, reminding Educators that the goal is not to cover every standard superficially, but to guide students in developing a deeper understanding of fewer, more impactful concepts.
Bloom's Taxonomy, as outlined by Huitt (2011), continues to be a crucial framework for shaping this kind of engagement. I see this daily with my students. Those who move beyond remembering and understanding into analyzing and creating tend to retain information better and show greater confidence. By embedding tech tools that support higher-order thinking, like collaborative writing platforms, coding simulations, and multimedia storytelling apps, we can scaffold students' growth across Bloom's cognitive levels. However, this integration of tech also depends on the willingness and ability of educators to adopt the innovations.
That is where Rogers' (1963) Diffusion of Innovations theory offers valuable insight. Whether it's teachers adopting new platforms, or students learning to evaluate media critically (as Hobbs, 2011 suggests), understanding the stages of adoption helps me support both peers and students. Some coworkers are innovators, eager to try every new tool. Others fall into the late majority or even laggard category, requiring personalized coaching and evidence of success before embracing change. Recognizing these types helps me offer differentiated professional development and support in our school community.
Ultimately, digital literacy is not just about knowing how to use technology, it is about using it wisely to foster curiosity, critical thinking, and communication. As we implement tools that nurture deep learning, we also have a responsibility to model discernment and adaptability, which are skills that will serve our students far beyond the classroom.
References
Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning (Executive Summary, Chapters 1–2). 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
Abbi, I really connected with most of your beliefs and feelings about the classroom as we usher in and nurture this new age of technology in education. Your quote "tech is not just an accessory to learning" resonated with me deeply because I feel some educators view technology this way. Students interact with technology daily; therefore, it is fitting to integrate technology into the classroom which should include real-world applications. Another great point you highlighted was "understanding the stages of adoption helps me support both my peers and students". It is important for educators and administrators to understand that support must be given to educators and students for innovations to have the intended impact on learning. Lastly, I agree with your view that we also have a responsibility to model discernment and adaptability. Students learn a great deal from educators and adults just by observing, and an educator who can adapt and filter through effective and ineffective technology can show them how to do the same.
ReplyDeleteAbbi I agree that technology is a tool that can provide a pathway for students to gain mastery in the content that they are studying. The problem with today's educational environment, as you are aware, is trying to decide what technology tool(s) are best suited for the students. There are an array of tools that lots of people like and want to implement because of a certain benefit that they offer for their students. The issue becomes how to best use the school system's budget to best support our learners. As teachers, it is our responsibility to keep finding ways to increase engagement and show evidence for learning or remediating content that the students should know or should be learning. It is our job to be an early adoptor of technology and evaluate how the programs are beneficial to our students because as you say digital literacy serves our students far beyond the classroom.
ReplyDeleteAndy
Abbi, I really like that you brought up the part of the article that mentioned not trying to rush through all topics and really focusing in on certain ones. We will be trying to do this for the first time in our math classes this coming year and I am interested to see how it goes, particularly as it applies to trying to integrate technology to make more meaningful connections for students. I also really liked that you mentioned the stages of adoption because we, as the educators, are sometimes left to figure it out and apply technology in our classes when we are at all different starting points, not to mention the students who can use technology superficially but not in a meaningful way. I would be really curious to hear your thoughts on how you plan to create professional development for your teachers and how that could be translated to students as well.
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