Theories of Critical Thinking

The innovation of technology has significantly increased over the types of adopters throughout the world. The growth of technology has had an effect on students, teachers, librarians, and parents. It has opened the door to many opportunities, and in some cases, changed the traditional role of text books and print literacy in the classroom. With technology, students are able to go beyond the materials available inside the boundaries of their school. They can use the web to access additional materials, communicate with outside sources, and create meaningful online projects. Teachers and librarians can use technology to enhance their lessons, access eBooks, and create online academic content. Parents can use technology to assist in their child’s learning, communicate with teachers, and monitor their child’s success. Technology is shaping schools as we know it today.

The level of students’ knowledge can be measured by Bloom’s Taxonomy. Students start from the ability to be able to retain knowledge and hopefully are taught to work towards the more complex ability to synthesis and evaluate. The use of technology can increase their level of knowledge by allowing them to go beyond the classroom. “While most teacher-made tests still test at the lower levels of the taxonomy, research has shown that students remember more when they have learned to handle the topic at the higher levels of the taxonomy (Garavalia, Hummel, Wiley & Huitt, 1999)” (Huitt, 2011). Teachers can use online applications to increase student’s ability to move towards higher levels of taxonomy. With this, students are able to go beyond what is taught in the classroom, and work towards deeper learning.

 “‘Deep learning’, in the way we will describe it, develops the learning, creating, and ‘doing’ dispositions that young people need to thrive now and in their futures” (Fullan & Langworthy, 2014). Teachers can use technology to support students in deep learning levels across the curriculum which allows the students to go beyond just the teacher and the textbook. With the ability to find anything at the touch of a button, students must learn the importance of digital/information literacy. “Easy access to so many information and entertainment choices now require that people acquire new knowledge and skills to make wise and responsible decisions” (Hobbs, 2011). Students have to learn to use technology in a safe and successful way. With the innovation of technology, teachers can provide students with the tools to become life-long learners. As a future librarian, I will be able to guide my co-workers and students in a technology rich environment.

 

References

 

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

Theories of Critical Thinking

 Theories of Critical Thinking

EIM 505

Autumn Hamm

Education has taken many turns in the last fifty years. There have been many meaningful studies that's sole purpose is to better education and create an environment for students to grow, learn, and become successful members of society. In education, change is inevitable therefore we must be able to adapt to the changes before us. Technology has been a monumental change seen throughout education, from the first desktop computers with floppy disks to now an iPhone that fits in the palm of our hands. The articles that I read showcase much of the impact of technology as well as explore how we can use technology to create meaningful and innovative learning for our students. 

In the article, “A Rich Seam,” the author states, “These days you don’t have to be a lighthouse school to be innovative– you just need to allow and intelligently foster what is already emerging” (Fullan, p. 11). This is an encouragement to all educators. No matter your school demographics or economic status you can be innovative. Technology is all around us but we have to be willing to engage it ourselves. The articles, collectively, reference the importance of how you use the technology. Looking at Bloom’s taxonomy (revised) can help us to monitor how we are using this technology with our students. Are the students just ‘remembering’ and passively using the technology or are they using the technology by ‘evaluating’ and/or ‘creating’. Technology connects us to the world around us. How can we use this power to create assignments or lessons that will connect and actively engage students? 

As we cultivate engaging lessons with the use of technology, we have to enforce digital safety. Educators have to guide their students and model how to make wise and responsible decisions when using devices and the internet. I know at my school, we have many safety features applied to students' devices to help filter or monitor content but students still need guidance. In my current classroom, I have students list ways that our devices can help us in class and then we create a list of ways they can be harmful. The students essentially create their rules for devices with my guidance. I have learned that my students tend to take ownership and become more apt to follow the rules that they created for themselves. In my current field as a teacher, I plan to take the information I have learned back to my classroom. After reading the revised version of Bloom’s taxonomy I feel that I am lacking in the higher levels, specifically with the use of technology to create that higher level of learning. As a future library media specialist, this information is extremely important as well. In my current school, our media specialist takes on many roles including, teaching lessons on digital citizenship, technology coordinator, and teaching digital literacy. 

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

Links to an external site.

 

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

Download hobbs.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  huitt.pdf 

Download huitt.pdf

 

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

Download Kuhn_Depth_Balance.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  (Why am I having you read this crusty old article? Rogers is the pioneer of a theory of how innovations spread. His model has been applied extensively to modern technology principles.)  rogers_innovation.pdf 

Download rogers_innovation.pdf

Theories of Critical Thinking- Whitney Hamm

Whitney Hamm

09/08/2024 

Theories of Critical Thinking

After reading all of the articles, I have seen and noticed these changes in education, especially from the pandemic to now. The first article, A Rich Seam: How New Pedagogies Find Deep Learning, mentioned three forces that are changing. They are as follows; new pedagogies, new change leadership, and new system economics (Fullan, 2014). Education continues to have changes as technology use increases. When looking at these changes, educators need to be able to continue to grow in our field of study and with technology. The statistics mentioned in the article above were very saddening when looking at the students that said they gained more knowledge and experiences outside of school. 

Education is no longer regurgitating facts for a test. It involves giving students real world experiences and problem solving skills that will make them prepared for life after schooling. This can start as early as kindergarten aged students. At my current school, we have two large school wide project based learning opportunities each year. Every grade, kindergarten through fifth grade, participates and has the opportunity to showcase their learning to the community. The spring PBL is focused on the Talladega Race track because that is a part of our community. Students are given an essential question that drives their learning in each grade, which is pulled from science, reading, and math standards. Students are reading, writing, figuring mathematical equations, building and testing models, and looking for ways to improve their projects. It truly allows the students to be in charge of their learning with teachers there to guide them along. Kindergarten and first grade there are more teacher-led activities for the PBLs, but the students are still given the opportunity to think critically. 

Digital literacy has become a major part of schools in every grade level. All of the schools in my district, and most districts, are one-to-one with chromebooks, Macbooks, or iPads. Students are using technology at home, school, and on the go (phones and tablets). Students are using technology for schooling, research, and social purposes. With that being said, they need to learn how to use it responsibly, and how to determine valid sources. That is where digital literacy comes into schools. Even in my kindergarten classroom, I have to teach the students how to use their tablets responsibly. In my district this is taught over several weeks by using interactive nearpod lessons with the students. When I eventually become a librarian, this will be a large part of my job. Not just teaching digital literacy, but teaching media literacy and informational literacy in a time where answers are at our fingertips. Students must be able to determine the validity of the resources they are searching for. The article Bloom et al.'s Taxonomy of the Cognitive Domain, the authors changed the taxonomy from nouns to verbs which reflect the outcomes that we want to see from our students. We want students to remember information, understand concepts, apply concepts, and be able to analyze information (Huitt, 2011). 

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 

Theories of Critical Thinking

     

Theories of Critical Thinking

          

We live in a world that is ever changing and it is changing fast. The idea of the first personal computer did not even exist until the 1950s and was not actually marketed until 1968. We as a human race have taken technology to where it is now at an astounding rate. The children of this generation have always known technology as a part of their lives. They are better able to adapt to new learning s and can sometimes better navigate different technologies better than some adults. When considering the theories of Deep Learning, Bloom's Taxonomy, the Diffusion of Innovations, and the Types of Adopters, and the effects it has on students, teachers, and technology in the classroom, different perspectives are given to help implement technology into the classroom.

The traditional methods of learning are fading away, while innovative approaches are emerging, even if they face resistance. The Adoption Process highlights that initially, only a  small group embraced a new concept before it gained wider acceptance. As someone who remembers a time before personal computers and mobile phones, I can relate to this. I recall introducing these technologies to older relatives when they first appeared. This experience has led me to believe in the importance of addressing a child’s educational needs. As educators, it is essential for us to familiarize ourselves with the technologies that our students are using. Some teachers hesitate to incorporate technology into their classrooms, fearing it may create a disconnect between themselves and their students, as noted in the Deep Learning article. However, I believe we can strike a balance between utilizing technology and maintaining strong teacher-student relationships. It is crucial for us as educators to foster an active learning partnership. 

As educators, it is our responsibility to foster growth and learning among our students. Investment and effort in education are at an all-time high. Concepts such as Deep Learning, Bloom’s Taxonomy, and the Diffusion of Innovations explore various methods to assist students in adjusting to a technology-driven learning landscape. Developing innovative teaching strategies will establish an interactive learning environment, where library media specialists work alongside teachers to integrate digital literacy into the classroom. Additionally, ensuring that students have a solid grasp of the foundational levels before progressing to more advanced concepts is essential. By incorporating technology in the classroom, teachers can more effectively tailor instruction to accommodate diverse learning styles. It is not enough to simply provide a device to a student and expect them to finish an assignment with a genuine understanding. We must strive to make learning significant and intentional, regardless of the tools used to convey the information. 

Personally, I plan to implement, with intention, digital information of different varieties to students so they may be able to discover, create, and use knowledge in the real world. Digital information can vary from any form of expression of communication, including videos, music, and symbols. Creating an environment where students are comfortable learning is also something that is important to ensuring optimal learning. Being an educator I have learned that all students learn in different ways and at different rates. Moving forward I hope to learn more about different strategies to implement to more effectively integrate technology . 

Citations 

Fullan, M., Foreword, M., & Barber, M. (2014). A Rich Seam How New Pedagogies Find Deep Learning. 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, GA: Valdosta State University.

https://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

Theories of Critical Thinking

     Nobody can deny that we are living in a world where technology is constantly evolving, and brings about change to the education world as it was once known. After reading these articles, I think it is now more important than ever to help cultivate a classroom environment where technology is not just present, but used in a way that helps deepen the learning that is taking place. 

     In A Rich Seam, Fullen & Langworthy (2014) stated that our new digital era is fostering changes in the classrooms setting. We are moving from students being able to apply skills to show that they have mastered the single concept, to using technology to enhance learning and apply their knowledge to real world application style problems. Students should be able to see that what they are learning is applicable to situations that they might encounter in the real world, instead of being able to regurgitate information that has been memorized. We are now aimed at helping to foster creative thinkers, problem solvers, and collaborators all while using technology effectively to help in the process.   

    When reading the article on digital and media literacy, one thing that really stood out to me was, "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 essential elements of digital citizenship" (Hobbs, 2011). I could not agree more with this statement. As a current Computer Science teacher, I spend so much of my time meeting students where they are comfortable with technology use, while also emphasizing the importance of developing those skills further. This helps to ensure that in the long run they have the skillset needed for most fields of work. Simply drawing their attention to the fact that these media literacy skills are important for future success is not enough. I have to provide them with the tools they need to actually know how to use technology efficiently. 

    In The Adoptions Process II, I made a lot of connections to situations I have encountered in my own career as an educator. When new ideas, school plans, technology initiatives, etc. have been brought forth, you will also have your varying adopter levels. Reading about the varying levels, from Innovators all the way through Laggards, in my mind it was clear that I have seen and heard from someone who would fit those categories. Concerning my personal experiences, it relates a lot to the teacher and their experience level. While it may not always be the case, I have noticed that those who are more experienced have a harder time straying from their "norm", or the traditional methods they use in their classroom. While everyone may not adopt new technology ideas at the same rate, or with the same enthusiasm, in today's world it is a necessity. 

    Going forward, it is crucial for us as educators to prepare our students to be successful in this constantly changing digital age. Through effective use of technology as an enhancement tool, we can help foster a deeper level of learning, and hopefully produce more creative thinkers and problem solvers.  

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.

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

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

 Theories of Critical Thinking

EIM 505 

Heather Lynn

The article, “A Rich Seam”, talks about how new approaches are more than just instructional strategies; they represent a fundamental shift in the way teachers and students interact and learn together. Several examples of schools and education systems that are successfully implementing new pedagogies and achieving deep learning outcomes demonstrate the potential of these approaches to transform education and prepare students for the challenges of the 21st century." A Rich Seam" offers a valuable perspective on the future of education and the role of new pedagogies in promoting deep learning. 

Empowering Learners with Digital and Media Literacy is an article that teaches how empowering individuals with digital and media literacy can help them become more informed, critical thinkers who can actively participate in society, and shape their futures. When applying the article on Bloom's Taxonomy students achieve excellence by applying Knowledge: Remembering facts, terms, concepts, and principles. Comprehension: Understanding the meaning of material, interpreting information, and explaining ideas. Application: Using knowledge and skills in new situations and problems. Analysis: Breaking down information into its parts and examining relationships between them. Synthesis: Combining different ideas or elements to create something new. Evaluation: Judging the value of ideas, evidence, or arguments. The Revised Version is Remembering: knowledge, understanding, Application: analysis, creating, Synthesis: evaluation.

In “Connecting Depth and Balance in Class”, Kuhn emphasizes that while technology can be a powerful tool, it should be used in conjunction with traditional teaching methods to create a well-rounded and effective learning environment. Educational technology can breathe new life into established educational models like Bloom's Taxonomy, depth and multiple intelligences are essential components of effective learning, and technology can provide a more personalized and engaging learning experience for students. 

Each article gave perspective on how I can apply the information given effectively in my elementary classroom. I could begin by shifting instructional approaches and thinking beyond traditional methods by moving away from rote memorization and lecture-style teaching. Incorporate activities that foster critical thinking, problem-solving, and collaboration. Tailor instruction to individual students' needs and interests. Promote critical thinking by teaching students to evaluate information from various sources critically. An example of this in my classroom would be applying information from the last article about the adoption process through innovation. This could be used in research during my fourth grade’s 4-H club chapter. I can promote digital citizenship by modeling responsible and ethical use of technology in the lessons that I teach. Encourage students to use digital tools for self-expression and project-based learning and integrate technology with traditional methods by using a complementary approach using technology to enhance, not replace, traditional teaching methods. Employ technology to create individualized learning experiences and connect technology with real-world applications to make learning relevant and meaningful.

Fullan, M.,&Langworthy, M. (2014. “A Rich Seam: How new pedagogies find deep learning” 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 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 Extention,1(2), 69-75.

https://archives.joe.org/joe/1963summer/1963-2-a2.pdf

Theories of Critical Thinking

 When considering the crossover of Deep Learning, Bloom's Taxonomy, the Diffusion of Innovations, and the Types of Adopters in relation to technology in the classroom, a key takeaway is that education is evolving in response to technological advancements. “In A Rich Seam” by Fullan & Langworthy (2014), the authors emphasize that deep learning requires not just a basic use of technology but its integration into pedagogy to promote student engagement and critical thinking. This aligns with Bloom’s Taxonomy, which suggests that higher-order thinking skills—such as analyzing, evaluating, and creating—are essential in fostering deep learning experiences. As students move up this taxonomy, technology can serve as a tool that supports these complex cognitive tasks. 

  

The Diffusion of Innovations theory by Rogers (1963) plays a significant role in understanding how different people adopt new technologies at different rates. In classrooms, students, teachers, and administrators fall into different adopter categories. Innovators and early adopters are often enthusiastic about integrating new tech tools, while the late majority may resist, requiring more guidance and support. Hobbs (2011) adds that digital literacy must be emphasized to empower all learners, especially those who might otherwise be left behind in a rapidly digitizing world. 

  

In my own educational environment, I see clear evidence of these adoption patterns. While some colleagues eagerly experiment with digital tools to enhance student learning, others prefer traditional methods, which can slow the spread of technological innovations. By understanding where each person fits in Rogers’ adopter categories, I can better tailor my approach to help bring everyone along the digital learning journey. Ultimately, as Kuhn (2008) points out, finding a balance between depth of learning and technological engagement is key to fostering meaningful learning experiences. 

Building on these ideas, it’s essential to recognize that technology can be both a driver and a barrier, depending on how it is implemented. While innovators and early adopters thrive in environments where new tools and methods are constantly introduced, the late majority often require more structured training and demonstrations of success to feel comfortable making the transition. This can lead to a divide in classroom effectiveness, as those less inclined to adopt new technologies may struggle to keep up with digital literacy demands and visa versa. According to Rogers (1963), this disparity is not just a technological issue but also a social one—educators must focus on creating inclusive environments where all students, regardless of their technological comfort level, can engage in deep learning. Fullan & Langworthy (2014) also highlight the importance of pedagogical shifts, which means that schools must rethink their approaches to not just teach with technology but also teach how to learn with technology. The goal is for all students to develop the critical thinking skills and adaptability required to succeed in the digital age. 

 

 References: 

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