Theories of Critical Thinking - Jacob Walls

Technology has evolved throughout time in the strength and conditioning field and has made several strides in the last couple of years. The readings from this week made me think about how technology has been used for teaching and how it connects to coaching. One of the biggest points I took away is that technology itself does not automatically create a better learning opportunity. Fullan and Langworthy (2014) explain that deep learning occurs when students are able to create, apply, and use the knowledge gained in real world situations. As a strength and conditioning coach at Jacksonville State University, this idea directly connects to how we work with student athletes. We can collect data, use testing numbers, track their body weight, and monitor overall performance, but the technology can only make an impact if the athletes can understand what the information we gather means and how to apply it. The goal is not for athletes to just see their numbers on a screen, but for them to know how those numbers are connect to their training, recovery, and overall performance.

Hobbs (2011) helped me think more about the impact digital and media literacy can have on athletes and everyone else who uses social media. Athletes today are exposed to many different types of danger from social media. They are exposed to different types of training videos, potential influencers, and online programs. Some of the information that is found can be beneficial, but a lot of times it can be misleading and not appropriate for them. This should lead coaches to help athletes become better at evaluating what they see online and not assume everything they see will help them. Becoming more digital literate helps with knowing when to question information, judging whether it is credible, and using information responsible. This also applies to any other field or setting because anyone who is constantly sorting through digital information needs to be able to decide what is useful and beneficial.

Bloom’s Taxonomy also connects well to my field of strength and conditioning because athletes are exposed to different levels of learning just like students in classrooms. Huitt (2011) explains that Bloom’s Taxonomy moves from lower levels of thinking, such as remembering and understanding. Then to higher levels such as analyzing, evaluating, applying, and creating. Athletes will start to remember the technique and understand the reasons behind the exposures they are exposed to. Over time they will be able to apply what they learned, review their own progress, evaluate their daily habits, and take ownership of their overall development and progress. Kuhn (2008) also explains that technology can help create a more balanced approach when it is used intentionally. In the strength and conditioning field that means technology can be used to guide you and your decisions.

A common theme across these articles is that successful learning typically depends on the intentionality behind the implementation. Rodgers’ (1963) discusses theories that connect with the field of coaching because not everyone adopts and adapts to new ideas and technologies at the same rate. Some coaches and athletes are eager or early adopters who are excited to try out new ideas, methods, and tools right after discovering them. Others fall into the group that needs more time, knowledge, and conformation in order to be fully invested in new technologies and methods. This article reminded me that there is more to coaching than designing programs and improving performance. It is also about teaching athletes how to think critically during physical activity and process information efficiently. As a strength and conditioning coach I want my athletes to become more athletic, faster, and stronger, but I also want them to become better learners who can make the right decisions outside of the weight room.

Theories of Critical Thinking: Coach Taylor

 The assigned articles collectively emphasize that meaningful learning occurs when educators intentionally combine innovation, critical thinking, digital literacy, and deep learning experiences. Rogers (2003) explains that innovations spread through social systems over time, while Fullan and Langworthy (2014) argue that technology should be used to create deeper learning opportunities rather than simply digitizing traditional instruction. Together, these authors challenge educators to move beyond routine teaching practices and embrace instructional approaches that actively engage students in meaningful and relevant learning experiences.

As a middle school health and physical education teacher, these concepts reinforce the importance of creating learning environments that encourage collaboration, creativity, and student ownership. Fullan and Langworthy (2014) emphasize that students should become active participants in their learning, while Hobbs (2010) highlights the importance of developing digital and media literacy skills. Although physical education is often viewed as a movement-based subject, students regularly interact with digital content, fitness applications, health information, and social media messages related to wellness. Therefore, teaching students to critically evaluate information and make informed decisions is an essential part of preparing them for lifelong health and fitness.

Huitt’s (2011) discussion of Bloom’s Taxonomy reminds educators that learning should progress beyond simple recall of information toward higher-order thinking skills such as analysis, evaluation, and creation. In my classes, I strive to move students beyond merely performing physical skills by encouraging them to analyze game strategies, evaluate personal fitness goals, and create plans for improving their performance. Kuhn’s work on depth and balance further supports the idea that effective learning requires students to develop both knowledge and understanding through meaningful application and reflection.

As a department leader and coach, these readings reaffirm the importance of fostering a culture of continuous improvement and innovation. Rogers (2003) reminds us that change often occurs through relationships and influence, while the other authors emphasize the need for thoughtful integration of technology, critical thinking, and authentic learning experiences. Moving forward, I plan to continue encouraging students and colleagues to embrace innovative practices that promote engagement, deeper learning, and personal growth. Ultimately, these articles reinforce the belief that education is most powerful when it equips learners with the skills, knowledge, and confidence needed to succeed both inside and outside the classroom.

References

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

Hobbs, R. (2010). Empowering learners with digital and media literacy.

Huitt, W. (2011). Bloom’s taxonomy of the cognitive domain.

Kuhn, J. (n.d.). Connecting depth and balance in class.

Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press.

 

Theories on Critical Thinking - Lott

Reading these articles, I kept coming back to the idea that the best resource in the room is the partnership between the teacher and the students. The learning partnership is the guide, followed by everything else, including technology. With that in mind, technology itself does not improve learning. Instead, learning improves when technology is used to support deeper thinking, collaboration, creativity, and problem-solving. The concept of deep learning challenged me to think beyond simply integrating technology into lessons and focus on how students are using it (Fullan & Langworthy, 2014). Likewise, Bloom's Taxonomy reminded me that the goal is not for students to simply access information but to analyze, evaluate, and create with it (Huitt, 2011). Technology can facilitate higher levels of thinking, but only when it is used intentionally.

The readings also made me reflect on the growing importance of digital and information literacy. Today's students have access to more information than any generation before them, yet access does not automatically translate to understanding. Hobbs (2011) emphasizes the need for students to critically evaluate information, determine credibility, and create media responsibly. As artificial intelligence, social media, and digital content continue to evolve, these skills are becoming just as important as traditional literacy skills. Students must learn not only how to find information but also how to question it.

Rogers' discussion of the Diffusion of Innovations was particularly interesting because I could immediately connect it to my experiences working in a high school. Every faculty includes innovators who are eager to experiment with new technology, early adopters who quickly see its potential, and others who are more hesitant to change established practices (Rogers, 1963). The same can be said for my students, who are always showing me something new. Understanding these different adopter groups helps explain why technology initiatives often succeed or fail and highlights the importance of providing support throughout the adoption process. I also appreciated Kuhn's (2008) discussion of balancing depth and breadth, which reinforces the idea that meaningful learning requires more than simply covering content.

As I prepare for a future role in Library Media, I see these concepts working together. A school librarian's role extends beyond managing resources; it includes helping students become thoughtful consumers and creators of information while supporting teachers as they integrate technology in meaningful ways. Whether teaching research skills, promoting digital citizenship, or helping educators navigate emerging technologies, the ultimate goal is not simply to increase technology use but to foster deeper learning and stronger information literacy for everyone in the school community (Fullan & Langworthy, 2014; Hobbs, 2011).

References

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, 39(5), 12–17.

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

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.

Theories of Critical Thinking Synthesis - Ducker

    The articles this week show a focus on helping students develop the skills they need to succeed in today's world. Fullan and Langworthy (2014) explain that schools should move beyond simply teaching facts and instead help students build critical thinking skills by having them learn how to think, solve problems, work with others, and apply their knowledge to real-life situations. Kuhn (2008) agrees that students learn more when they spend time exploring important topics in depth rather than quickly covering many topics. These ideas show that learning should be active and meaningful instead of focused only on memorization. Memorization in and of itself does not help to build the critical thinking skills that our students need. In our everchanging digital landscape, it is important for students to be able to adapt to the changes in technology that are happening rapidly around them.

    Another major theme in the articles is the importance of critical thinking. Huitt (2011) discusses Bloom's Taxonomy, which helps us guide students from basic knowledge to higher levels of thinking such as analyzing, creating, and evaluating. Hobbs (2011) builds on this idea by explaining that students also need digital and media literacy skills. In our current era of quick service journalism, students are exposed to current events through multiple different sources at rapid speed with their own biases and shortcomings. Students need to develop those critical thinking skills explained by Hobbs in order to determine what is true, false, and what requires further scrutiny.

    The articles also discuss how schools can successfully use new technology and ideas. Rogers (1963) explains that people usually adopt new innovations in stages and that some people are more willing to try new things than others. I have seen this personally with the implementation of AI in my school district. I myself am a late adopter of AI in my curriculum as I feel that the use of AI in my instruction would take away from any pedagogical learning moments that I might have myself. Others have implemented AI in earnest and have had success with it. Fullan and Langworthy (2014) point out that technology can improve learning when it is used to support educational goals instead of simply adding more devices to the classroom. Use of tools like AI or the implementation of 1-1 chromebooks is an example of this. This means schools must carefully plan how they introduce new tools and teaching methods.

    With that point, that is where I might come in as a future school librarian. In modern media centers, the Librarian is not just the person in charge of managing the schools collection of books, but also the schools resource for literacy education, including media literacy. That role puts me in a unique position to address all of the topics presented in this post. In order to build critical thinking skills, I can support students in their research education, showing them research methods and implementing supplemental activities that build critical thinking skills outside of the curriculum of the core content fields. I can also implement media literacy curriculums to build up any gaps that students might have in their media literacy knowledge that cannot be addressed in core classes due to the short amount of time that they have to address the topics they need to address. Lastly, my role is situated perfectly that I can scrutinize the use of new AI tools or technologies and create primers and documents to support my coworkers and students in the use of these tools in an academic setting. 

Citations: 

(Copied from assignment page)

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!

 The readings this week reinforced the idea that technology alone does not improve learning. Meaningful learning occurs when technology is paired with intentional instructional practices. Fullan and Langworthy (2014) argue that the goal of education should be to develop students who can think critically, collaborate effectively, and solve real world problems. They describe deep learning as occurring when students "create and use new knowledge in the world" (Fullan & Langworthy, 2014, p. 2). This concept aligns with Kuhn's (2008) in that educators must focus on both depth and balance in instruction so students can move beyond basic understanding. As educators, we should strive to create learning experiences that encourage students to engage with content in meaningful ways rather than simply memorizing information. Technology can support this process when it is used to foster inquiry, creativity, and authentic problem-solving.

Bloom's Taxonomy provides a framework for understanding how technology can enhance learning. According to Huitt (2011), Bloom's hierarchy moves students from basic knowledge acquisition toward more advanced levels of thinking such as analysis, synthesis, and evaluation. A lot of the time educational technology is used primarily for lower level tasks such as recalling facts or completing digital worksheets. However, technology is most powerful when it supports higher order thinking. In my role as a teacher and basketball coach, I see opportunities for students to analyze performance data, evaluate game film, create digital presentations, and collaborate on projects. These activities encourage students to operate at the upper levels of Bloom's Taxonomy while also preparing them for future academic and professional challenges. Deep learning occurs when students are actively constructing knowledge rather than passively receiving information.

Hobbs (2011) highlights the increasing importance of digital and media literacy in today's society. Students are constantly consuming information through social media, websites, videos, and other digital platforms, making it essential that they learn to evaluate the credibility and reliability of information. As educators, we have a responsibility to teach students how to analyze sources, recognize bias, and become responsible digital citizens. This responsibility is even more important as artificial intelligence and emerging technologies continue to influence how information is created and shared. Digital literacy is no longer simply a technology skill, it is a critical life skill that impacts decision making, citizenship, and lifelong learning.

Finally, Rogers' (1963) Diffusion of Innovations theory provides insight into how new technologies and instructional practices spread within schools.Within every school, some educators eagerly embrace new technologies while others are more cautious. Understanding the characteristics of innovators, early adopters, early majority, late majority, and laggards can help school leaders implement change more effectively. As a coach and educator, I recognize that successful innovation requires patience, collaboration, and ongoing support. Teachers are more likely to adopt new practices when they see positive results and receive meaningful professional development. Collectively, these readings emphasize that effective technology integration is not about devices themselves but about creating opportunities for deep learning, fostering digital literacy, and building a culture that supports innovation and continuous improvement.

Theories of Critical Thinking Article Synthesis - Hannah Waters

     After reading the provided articles, it was evident that they all emphasize the importance of purposeful instructional design that promotes higher-order thinking. They also highlight meaningful technology integration and student engagement. Huitt (2011) explains Bloom's Taxonomy as a framework that organizes knowledge from basic recall of knowledge to more complex processes such as analysis, evaluation, and creation. This organized list encourages educators to move beyond memorization and provide students with opportunities to apply, analyze, and create. With this framework, we as teachers, can truly see if a student has mastered the standard. Similarly, Kuhn (2008) argues that educational technology can support deeper learning when it is intentionally integrated into instruction rather than being used as a simple add-on. Both authors really highlight the need for learning experiences that challenge students to think critically and engage actively in the learning process. 

    Hobbs (2011) expands this discussion by emphasizing the importance of digital and media literacy in preparing students for participation in a technology based society. The article stresses that students must learn how to evaluate the credibility of information, understand the purpose behind media messages, and become responsible digital citizens. This perspective also aligns with Bloom's higher levels of thinking, as students must analyze, evaluate, and create while navigating digital environments (Huitt, 2011). 

    A common theme across all of the articles is that technology alone does not improve learning. Hobbs (2011) warns that simply providing access to digital tools does not automatically develop digital literacy skills, while Kuhn (2008) notes that technology is most effective when it is used to deepen learning and address diverse student needs. Effective instruction requires teachers to thoughtfully select technologies that support learning objectives and encourage higher-order thinking. When technology is combined with best instructional practices, students are better equipped to engage in real learning experiences that foster creativity, collaboration, and problem-solving. 

    As a current educator, and future educational leader, these concepts are very relevant to my professional practice. As a future principal or curriculum coach, I will be responsible for supporting teachers in the effective integration of technology while ensuring that instructional practices remain focused on student learning rather than the tools themselves. These articles reinforce the importance of providing professional development that helps teachers design lessons aligned with higher levels of Bloom's Taxonomy and develop students' digital literacy skills. Additionally, I recognize the need to create a school culture that promotes responsible technology use, critical thinking, and meaningful learning opportunities. All of these things will prepare students for success in an increasingly digital world.