App Reviews- Ashley Clingan

 

ISTE Standard 1.1: Students leverage technology to take an active role in choosing, achieving, and demonstrating

competency in their learning goals, informed by the learning sciences.
 
https://www.commonsense.org/education/reviews/seesaw
 
Seesaw is an educational app for elementary students that includes many features. It is a digital portfolio that highlights student engagement. It allows students to show what they have learned by creating and uploading photos, drawings, and videos. For schools, Seesaw starts at $120 per year. It is compatible with Android 7 and newer, as well as iOS 13 and newer. Common Sense Education is a credible source for reviewing and rating educational technology tools.
 
 
https://index.edsurge.com/product/ultid/P3C4-C89D-11A4-B4C9-8D/
 
Kahoot is an app that makes learning fun and interactive! It features games, quizzes, polls, and more. It fosters learning by allowing students to compete against each other which encourages active participation from everyone. It has many positives for teachers as well, including providing immediate feedback, being user-friendly, and providing formative assessments. Buying Kahoot Pro for a school starts at $17.49 per teacher per month. It can be used by kids and adults of all ages! EdSurge is a credible source for reviewing educational apps. It focuses on education, is updated regularly, and explains in detail how they evaluate products.
 
 
https://www.educationworld.com/app-review-nearpod-ipadipod
 
Nearpod is an educational app that allows teachers to deliver lessons in many different engaging ways. Teachers can create their own lessons, games, and assessments. These creations can be shared with other teachers in the school and district. Nearpod facilitates active participation and makes learning interactive! It provides immediate feedback and data that is great for formative assessments and planning future instruction. Nearpod for individual educators is free and is intended for learners of all ages. Education World is a credible review site because it has been around for a long time, it offers a wide range of resources, and it is updated regularly. It’s contributors are experienced educators and administrators.
 
In my opinion, Nearpod is the best choice of my three educational apps. I think this because there are so many different ways it can be utilized. Teachers can collaborate and share lessons with one another, collect data, and foster teamwork within their classroom. Another cool thing about Nearpod is that it can be used in unison with platforms such as Google Classroom and Canvas. Nearpod is a great way to engage students and excite them about learning, along with empowering them to use technology effectively.
 

Theories of Critical Thinking Blog Post

Digital literacy is a concept that I introduce and, hopefully, something my students will be familiar with before the end of the semester.  A lot of the assignments in the courses I teach require students to analyze information from various websites on the internet to support their arguments.  During this process, it's my responsibility to ensure they are knowledgeable about authorship and what that means for those items they find on the internet. In Hobbs's article, "Empowering Learners with Digital and Media Literacy," she mentions the need for support of librarians through recommendation seven of the Knight Commission: "Fund and support public libraries and other community institutions as centers of digital and media training, especially for adults" (Hobbs 15).  I couldn't do all this teaching of digital literacy if it wasn't for the support of my university's librarians.  The librarians are willing to put together presentations for my asynchronous courses which help my students figure out their responsibility in ethical use of materials on the internet and how to determine if a source is credible, etc.  

Huitt's take on Bloom's taxonomy in his article, "Bloom et al.'s Taxonomy of the Cognitive Domain," is an interesting read, especially when placed in the sphere of students learning with and through technology.  If we, the educators, believe that students learn differently, then we cannot hold students to the same standards across the board.  Some students might have the cognitive ability to synthesize information enough to create new connections in the subject area.  On the other hand, some students are more prone to know the information well enough for evaluation and to be held to certain standards.  Both are needed for certain levels of achievement. 

I thoroughly enjoyed Matthew Kuhn's article, "Connecting Depth and Balance in Class."  He says, "Fortunately, the differentiating power of educational technology makes meeting the needs of different 'intelligences' or 'learning styles' more and more possible" (Kuhn 18).  As an English instructor at the collegiate level, I see the positive benefits of introducing and utilizing technology in my courses.  For example, when I was an in-person instructor and delivered lectures, some of my students were nervous to ask me questions about the material.  When my students submitted their essays, I would notice tons of issues that could have been avoided had they asked me.  But now that I'm teaching strictly online, my students are more inclined to ask me about a particular concept or watch my recorded lectures over and over until they understand the material.  In these cases, technology has provided the opportunity for my students to slow their learning down. 

References

Hobbs, R. (2011). Empowering learners with digital and media literacy. Knowledge Quest, 39(5), 12-17. Retrieved from Academic Search Premier database. 

Kuhn, M. S. (2008). Connecting depth and balance in class. Learning & Leading with Technology, 36(1), 18-21. Retrieved from Academic Search Premier database.

App Reviews - Brandi Randall

ISTE 1.4 a Design Process - Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

https://www.commonsensemedia.org/app-reviews/toca-builders

    Toca Builders is an interactive building and construction app that allows kindergarten students to unleash their creativity and explore the design process. They can create structures, landscapes, and imaginative worlds using a variety of blocks and tools. Toca Builders encourages young learners to plan, experiment, and revise their designs, emphasizing the iterative nature of the design process. It provides a virtual sandbox for them to express their ideas, develop problem-solving skills, and see the results of their design choices. The cost of the app is $4.99. This app is intended for pre-k and kindergarten students. It is compatible with iOS (iPhone and iPad), and Android. Common Sense Media is a reputable source for evaluating the educational value and age-appropriateness of apps and media for children. They provide detailed reviews based on expert assessments and user feedback.

https://www.educationalappstore.com/app/sago-mini-world-kids-games

 Sago Mini World is a collection of interactive mini-games and activities designed for preschool and kindergarten children. It includes creative games like "Doodlecast" and "Babies," where kids can draw, design, and customize various elements. Sago Mini World promotes creativity and problem-solving through open-ended play. It allows students to design characters, scenes, and stories, fostering an early understanding of the design process as they make choices and observe outcomes. The cost of the app depends on the subscription you choose, but there is a free trial version. This app is intended for pre-k and kindergarten students. It is compatible with iOS (iPhone and iPad), Android, and Amazon Kindle Fire. Educational App Store provides reviews and ratings from educators, parents, and experts, making it a credible source for evaluating educational apps. They assess apps based on pedagogical value and age-appropriateness.

https://otswithapps.com/2012/09/29/shape-up-lite-app/

    Shape Up! Lite - Busy Things is an educational app designed to help young children, typically preschool and kindergarten students, develop their shape recognition and matching skills. It offers a variety of interactive shape-related activities, including matching shapes, identifying shapes in everyday objects, and completing shape puzzles. The app uses colorful and engaging visuals to make learning fun and interactive. Though not explicitly mentioned, the app's structure likely involves iterative learning. As students progress through the shape-related activities, they encounter increasingly complex challenges. They may make mistakes, learn from them, and adapt their strategies—a process akin to iterative design. Iteration is a fundamental principle in the design process, as designers refine and improve their creations through multiple cycles of feedback and adjustment. The lite version is free with limited content, but the full version requires a subscription. This app is intended for pre-k and kindergarten students. It is compatible with iOS (iPhone and iPad), and Android. OTs with Apps" is a website dedicated to offering insights and materials concerning the utilization of applications and technology in occupational therapy and associated domains. Their app evaluations rely on both expert appraisals and input from users, thereby establishing a credible foundation for assessing an app's educational merit and suitability for specific age groups.

    Among the three apps mentioned, Toca Builders serves as an excellent tool for teaching ISTE standard 1.4 a. It offers a virtual canvas where pre-k and kindergarten students can let their imaginations run wild. They have the freedom to create structures, landscapes, and imaginative worlds using a variety of blocks and tools. This creative environment encourages students to generate innovative ideas as they envision and construct their virtual creations. It lays the groundwork for the idea-generation phase of the design process. The app emphasizes the iterative nature of the design process. Students are encouraged to plan, experiment, and revise their designs based on their observations and experiences within the app. They can see the immediate results of their design choices, fostering an understanding that design often involves a cycle of refining and improving. This iterative learning process aligns with the iterative aspect of the design process mentioned in the standard. As students build and explore in Toca Builders, they encounter challenges and obstacles that require problem-solving. They need to figure out how to construct structures, connect blocks, and navigate the virtual world effectively. These problem-solving opportunities mirror the authentic problem-solving aspect of the standard, where students learn to apply their design thinking skills to overcome real challenges. The hands-on nature of the app allows students to engage actively in the design process. They make decisions, test theories, and experiment with different building techniques. This experiential learning approach aligns with the standard's emphasis on actively engaging in the design process rather than passively consuming information. It aligns well with ISTE standard 1.4 a by encouraging students to generate ideas, test theories, and create innovative artifacts through a deliberate design process.

Theories of Critical Thinking - Brandi Randall

    As a pre-k and kindergarten STEM teacher, I must consider the influence of educational theories and concepts on my students, coworkers, and classmates, especially in the realm of technology integration and digital literacy. Deep learning emphasizes personalized and experiential learning, which in the context of young children means engaging, technology-enhanced lessons. Utilizing educational apps, interactive whiteboards, and age-appropriate digital tools enables me to craft immersive learning experiences tailored to individual learning styles and paces, promoting a deeper understanding of STEM concepts.

    Bloom's Taxonomy, with its hierarchical levels of learning, guides me in designing progressively challenging lessons for young learners. Technology serves as a valuable scaffold to navigate these levels effectively. For instance, I can employ interactive apps to help students remember and understand fundamental STEM facts, then transition seamlessly to activities that encourage them to apply and analyze information through problem-solving and experimentation.

    The diffusion of innovations theory plays a pivotal role when introducing new technology to the classroom. Identifying the innovators and early adopters among my coworkers or classmates who readily embrace new tech tools allows for early experimentation and feedback gathering. To ensure a smooth adoption process for the early and late majorities, it's essential to provide comprehensive training and resources. Additionally, personalized support may be necessary for the laggards, making sure everyone can integrate technology effectively into their teaching or learning practices.

    These educational theories significantly shape my role as a pre-k and kindergarten STEM teacher, particularly concerning the integration of technology and the promotion of digital literacy. By incorporating deep learning principles, applying Bloom's Taxonomy in lesson planning, understanding the diffusion of innovations, and catering to various types of adopters, I create a dynamic and inclusive educational environment that equips young students with vital 21st-century skills while fostering a lifelong passion for STEM.

References:

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/onedotcom/global/Files/aboutpearson/innovation/open-ideas/ARichSeamEnglish. 

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.edpsychinteractive.org/topics/cognition/bloom. 

Kuhn, M. S. (2008). Connecting depth and balance in class. Learning & Leading with Technology, 36(1), 18-21. Retrieved from Academic Search Premier database. 

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.

Theories of Critical Thinking- Rico Billups

             When it comes to education there are a different task levels we should look when we care teaching.  Those levels are knowledge, comprehension, application, analysis synthesis, and evaluation.  These tasks are the basic cognitive domain task that Bloom and his team studied in the 1950’s.  

 

            Knowledge is what a student can recollect after a lesson is taught to them some time in their life.  Knowledge can be written down or of the spoken word, often do we see students tell us things that they were taught in previous grades.  Comprehension is a high step of knowledge, and this can be tested if a student understands the lesson that is being taught.  For instance, students can take a test over something, and we can tell if they have knowledge or comprehend the lesson.  Application is for the students to show that they can apply the knowledge that is being taught.  These are task we can have students perform to show that they can apply the lessons that given.  Analysis is when students can give us data or facts of assessments.  This comes from compare and contrast type of test.  Synthesis allows students to take the lesson being taught and create their own ideas.  Evaluation is for students to take an assessment and to see where they stand within all six domains above. (Huitt, 2011)

 

            Above is the list that was studied in a specific order in the 1950’s.  However in 2001, Anderson & Krathwhol changed the order in ways that were more relevant to modern era.  That list consists of Synthesis, Evaluation, Analysis, Application, Comprehensions, and Knowledge.  Moving knowledge to the bottom, shows that students how a wide range of knowledge with thing but may not synthesize and evaluate on the highest of levels.  (Huitt, 2011)

 

References:

 

W. (2011). Bloom et al.'s taxonomy of the cognitive domain.Educational Psychology
Interactive. Valdosta, GA: Valdosta State University.

 

Anderson, L.W., & Krathwohl (Eds.). (2001).A Taxonomy for Learning, Teaching, and
Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York:
Longman.

 

Theories of Critical Thinking

I find it fascinating how various educational theories and models intersect and influence the integration of technology in the classroom and the development of digital/information literacy skills. The theories of Deep Learning, as discussed in Fullan and Langworthy's "A Rich Seam" (2014), emphasize the importance of pedagogies that foster meaningful and lasting understanding. This approach resonates with the cognitive domain of Bloom's Taxonomy, which encourages higher-order thinking skills such as analysis and synthesis (Huitt, 2011). These theories underscore the need for educators to employ technology not as a mere tool but as a catalyst for deepening students' understanding and critical thinking abilities.

Rogers' Diffusion of Innovations theory remains highly relevant to the adoption of technology in education (Rogers, 1963). It helps us understand how educators and students fall into different categories of adopters, ranging from innovators who embrace technology eagerly to laggards who resist change. This theory sheds light on the challenges of implementing technology and the importance of addressing the diverse needs and attitudes of these adopter groups.

In my current role as a teacher and in my future aspirations as an educator, these concepts are invaluable. They guide me in designing lessons that leverage technology to promote deep learning and encourage the development of digital and information literacy skills. Understanding the dynamics of innovation adoption helps me tailor my teaching strategies to accommodate various levels of tech-savviness among students and colleagues. By recognizing the significance of these theories, I can create a more inclusive and effective learning environment that prepares students for the digital age while respecting their individual learning journeys.

References

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

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

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

Theories of Critical Thinking- Shelena Cofield

 

Theories of Critical Thinking

The theories of Deep Learning, Bloom's Taxonomy, the Diffusion of Innovations, and the Types of Adopters affect my coworkers and I, often, through the introduction of new technology within the Learning Management System (LMS) and its use by teachers in their corresponding LMS courses. I work as a system administrator in higher education in collaboration with instructional designers, teachers, and administration. We provide technological advancements through introduction of new applications to improve the online learning experience. Rarely a day goes by that we are not aiding an instructor in the use of technology. The university continues to invest in new technology, but our department has seen firsthand that “simply purchasing the latest digital technologies does not necessarily lead to the acquisition of digital and media literacy competencies” (Hobbs, 2011). Our department is needed to help administration and instructors move past focusing on the tools only into how to use the tools “to promote critical thinking, creativity, and communication and collaboration skills” (Hobbs, 2011).

In relation to the introduction of new technology at a larger scale, we have seen firsthand the adoption process as we recently changed to a new video recording and editing solution for the university. Our department began planning the transition a year in advance and offered training sessions on how to use the new platform for over 6 months. Innovators and early adopters attended the first couple of sessions and were quick to discover the relative advantage of the new solution over the previous one. Inasmuch, they wanted to understand the solution’s compatibility and complexity. Thankfully, the adoption rate increased with each training session, and we experienced widespread adoption before the start of the fall semester. However, we did encounter laggards, or according to Rogers, those “oriented to the past”, calling for help days before the semester started and requiring special assistance (Rogers, 1963).

In terms of digital/information literacy for new technology, we are confronted, almost daily, with digital risks associated with protecting student personal information with LMS integrations from various software companies. There is always a teacher with a new “app” that may or may not perform better than its competitors. Our department vets these new applications through a lengthy approval process in conjunction with the Registrar’s Office and Information Technology to minimize digital risks, to include ensuring Family Educational Rights and Privacy Act (FERPA) and security compliance.

Many higher education teachers are subject matter experts with no awareness or vested interest in deep learning. They want to remain passive content disseminators instead of differentiating instruction and meeting the needs of individual students and their learning styles. In deep learning “Teaching shifts from focusing on covering all required content to focusing on the learning process, developing students’ ability to lead their own learning and to do things with their learning” (Fullan & Langworthy, 2014). Additionally, many higher education instructors do not have education backgrounds and are not experienced with incorporating the revised Bloom’s Taxonomy to develop learning outcomes. Our department works closely with administration and teachers to incorporate new technologies while still promoting deep learning, assisting with digital/information literacy, and applying the revised Bloom’s Taxonomy.

 

References

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.   

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

Theories of Critical Thinking- Chase Cheaney

        The theories of Deep Learning, Bloom's Taxonomy, the Diffusion of Innovations, and the Types of Adopters can have many positive effects on students. According to Kuhn (2008), the use of technology in the classroom makes it “easier for teachers to ensure depth and balance in their lessons…”. Therefore, if teachers are using technology in the classroom, they are utilizing these theories of critical thinking, even if they aren’t explicitly trying to (Kuhn, 2008). I have seen this in my classroom as well. The increased use of technology during my lessons has created many opportunities to increase the depth of learning for my students. 

        With the use of technology in the classroom and the ever-increasing digital world, comes the importance of teaching students about digital and informational literacy. According to Hobbs (2011), “For people to achieve the personal, professional, and social benefits of thriving in a digital age, these skills are not just optional or desirable—they are the essential elements of digital citizenship.” As an educator, I believe it is part of my job to make sure that my students increase their digital and informational literacy skills while in my class. Luckily, I can use my school’s media specialist (librarian) as a resource to help teach my students these skills (Hobbs, 2011). 

        Fullan and Langworthy (2014) state that “the goals of deep learning are that students will gain the competencies and dispositions that will prepare them to be creative, connected, and collaborative life-long problem solvers and to be healthy, holistic human beings who not only contribute to but also create the common good in today’s knowledge-based, creative, interdependent world.” This quote resonated with me because I have always wanted to reach the entire student- both in mathematics and holistically. Technology has and continues to make this task more manageable. 

References:

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/onedotcom/global/Files/aboutpearson/innovation/open-ideas/ARichSeamEnglish. 

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.edpsychinteractive.org/topics/cognition/bloom. 

Kuhn, M. S. (2008). Connecting depth and balance in class. Learning & Leading with Technology, 36(1), 18-21. Retrieved from Academic Search Premier database. 

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.

Theories of Critical Thinking blog post

        The intersection of Deep Learning, Bloom's Taxonomy, the Diffusion of Innovations theory, and the classification of adopters can have a profound impact on students, coworkers, and classmates, especially in the context of technology in the classroom and digital/information literacy. Deep Learning, with its focus on understanding and applying knowledge, line up closely with Bloom's Taxonomy. When educators incorporate technology effectively, they can facilitate higher order thinking skills, moving beyond repetition memorization to analysis, synthesis, and evaluation. This empowers students to become critical thinkers and problem solvers in the digital age. (Kuhn 2008)

         The Diffusion of Innovations theory helps us understand how new technologies spread within educational settings. Innovators and early adopters are often the trailblazers, experimenting with new tools and methods. Educators who identify with these categories can drive improvement in the classroom, potentially enhancing the learning experience. Meanwhile, the early and late majority, as well as slackers, may adopt technology at different rates, highlighting the importance of accommodating various comfort levels and providing support for technology integration.

     Kuhn's concept of "connecting depth and balance" emphasizes the need for a balanced approach to technology use in the classroom. It's crucial to strike a balance between deep, meaningful learning experiences and the combination of technology as a tool to facilitate learning. Overreliance on technology without a focus on pedagogical depth can hinder educational outcomes. (Kuhn 2008)

       In terms of digital/information literacy, these theories highlight the importance of teaching students not only how to use technology but also how to critically assess and apply information. Understanding the distribution process helps educators anticipate challenge and adapt their approaches to different adopter groups, ensuring that digital literacy initiatives reach a wider audience. Hobbs, R. (2011)

        In conclusion, the relationship between these theories shapes the way educators approach technology in the classroom and digital/information literacy. By incorporating deep learning, Bloom's Taxonomy, the original levels by Bloom et al. (1956) were ordered as follows:  Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.  (Forehand 2005)

References

Forehand, M. (2005). Bloom's taxonomy: Original and revised.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved January 2009, from http://projects.coe.uga.edu/epltt.

Hobbs, R. (2011). Empowering learners with digital and media literacy. Knowledge Quest, 39(5), 12-17. Retrieved from Academic Search Premier database.

Kuhn, M. S. (2008). Connecting depth and balance in class. Learning & Leading with Technology, 36(1), 18-21.

Theories of Critical Thinking-- Ashley Clingan

 

         Technology is essential in schools and classrooms in our world today. It can be used in a variety of ways, but it must be taught to be used safely and responsibly. Information literacy and digital literacy go hand-in-hand. Students must be taught how to navigate the internet safely and responsibly before they are taught how to find and evaluate information that they need. Information literacy skills are crucial for students to have in order for them to be successful later in life (Hobbs 2011).

         Bloom’s Taxonomy is something we are all familiar with. Bloom’s Taxonomy helps teachers understand how to help their students. We are able to develop instructional strategies based on student understanding. This applies to technology as well. As teachers, we should select the technology tools that are most relevant and appropriate for our students. Renee Hobbs said it best, “School librarians, teachers, and educational technology leaders can help shift the focus to emphasize how digital tools are used to promote critical thinking, creativity, and communication and collaboration skills.” (Hobbs 2011).

                Technology should be incorporated in the classroom, but it should be incorporated and utilized in the correct way. This applies to my current job as a kindergarten teacher in many ways. Even though my students are young and technology may be difficult for them to use, it is still necessary to teach them how to use technology to deepen their understanding and learn new things. Schools need to shift their focus to “deep learning”. Deep learning is described by Fullan and Langworthy as this, “(Deep learning) develops the learning, creating, and ‘doing’ dispositions that young people need to thrive now and in their futures. We will see that when teachers and students engage in deep learning, they partner with each other in more personal and transparent learning processes where high expectations are mutually negotiated and achieved through challenging deep learning tasks.” (Fullan, M. & Langworthy, M. 2014).

 

References

 

 

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.

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.edpsychinteractive.org/topics/cognition/bloom.

Kuhn, M. S. (2008). Connecting depth and balance in class. Learning & Leading with Technology, 36(1), 18-21. Retrieved from     Academic Search Premier database.

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.