Theories of Critical Thinking-Abbi Underwood

 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