Theories of Critical Thinking- Kaitlyn Woodall

 As a first-grade teacher, I’m always looking for better ways to help my students learn, especially with technology. I am currently working on a masters in Instructional Technology. In A Rich Seam by Fullan and Langworthy, they talk about “deep learning,” where students work together, use technology, and solve real-world problems. This made me think about how I can go beyond worksheets and have students use tools like drawing apps, story creators, or educational games that make learning exciting and meaningful. Bloom’s Taxonomy, explained by Huitt, helps me plan lessons that move from simple thinking (like remembering) to more complex thinking (like creating). For example, my students might first learn about animals, then create their own digital animal by drawing a sketch or using an animation app. These tools help students be more active in their learning. I want to teach them not just to memorize facts but to think and create. I believe there is a right and wrong way to use technology in the classroom. Using it as a tool instead of a time filler is key to students' success. 

In the article by Hobbs, she talks about helping kids become smart with digital media — not just using it, but understanding it. This really connects with my classroom. Even though my students are young, they are already using tablets and watching videos, so I try to guide them to ask questions like, “Who made this?” or “What is this trying to tell me?” Kuhn’s article supports this by reminding teachers to keep a balance. We shouldn’t use technology just to use it — it should help students go deeper into the subject. Sometimes we use a fun video to introduce a lesson but then talk about what we saw and what we learned. This keeps the focus on thinking, not just screen time. Students are eager to try new things so it is my job as a teacher to introduce media tools that will play a role in the students truly understanding technology. 

Reading Rogers’ article on the Diffusion of Innovations helped me understand why some people are quick to try new technology and others aren’t. I see myself as an early adopter — I like to try out new apps or teaching tools and see how they work with my students. Sometimes it’s a little messy, but we learn a lot. I at least have an overview of how it should work and if I see it fit for my students we work through the difficulties together and use them as a learning moment. Students have to know how to use technology through the bad times too. Some of my coworkers wait until they see something working before, they try it, which Rogers calls the “early majority.” His model helped me understand that everyone has a different comfort level with change. I also notice this with students — some jump right in with new things and others need more time and support. Knowing this helps me be more patient and supportive. Whether I’m helping students or working with teachers, I try to meet people where they are and help them grow at their own pace.

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

Hobbs, R. (2011). Empowering learners with digital and media literacy. Knowledge Quest.

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.html

Kuhn, M. S. (2008). Connecting depth and balance in class. Learning & Leading with Technology.

Rogers, E. M. (1963). The adoption process II. Journal of Cooperative Extension.