Teach-nology Integrated

Bloom's Taxonomy Tech Tools

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Bloom's taxonomy has been a staple in american classrooms since it's invention and can be even more appropriate with the fast growing technology tools available. Above is a graphic that looks at some technology tools and how they could be applied to each of the different levels of cognition as laid out by Bloom. The different levels of learning can be easily be matched with "associated learning opportunities that emerge from the integration of web 2.0 technologies into the learning environment(Gonzalez & Albright, 2014)." The original goal of these "domains, termed Bloom’s Taxonomy, was to create a more holistic approach to designing learning(Gonzalez & Albright, 2014)." This taxonomy has been re-invented as the years have gone on as you can see by the chart below,  but the goal is still to help teachers develop student activities that enhance student learning.

Successful implementation of these levels of taxonomy can be affected by the configuration of the classroom technology. Some of the basic level of Blooms can be met with the one computer configuration because of the ability for teachers to deliver the information using the computer and the students could take notes on the presentation. The one computer could also be used as a research or “learning station” so that students could rotate in groups and have the opportunity to gather information.("Multimedia in the Classroom," n.d.).  This type of configuration would not be suited for higher level taxonomy because of the time it would take to share a computer to create digital products. A “classroom with with laptops” would be the ideal configuration because it would allow the teacher have the students interact with the technology as “individuals or small groups("Multimedia in the Classroom," n.d.).” Types of digital product that could be created to meet the higher level demands of bloom’s would be “Filming, animating, videocasting, podcasting” or blogging (Gonzalez & Albright, 2014). These types of activities would be best with students having access to the technology because of the time it takes to complete . With more laptops in the classroom, it also allows the teacher to be more free to “facilitate group work and collaboration ("Multimedia in the Classroom," n.d.)”

It was eye-opening to look at the cost of technologies and how difficult it is to make simple decisions on technology without doing your homework. The infrastructure of the school district and the total technology budget are very important to planning. If a school does not have wifi, then it would make no sense to have Chromebooks over computer labs. It was also very difficult to make the argument for a one computer classroom when the goal is to integrate technology. Budgetary reasons would be the only reason one computer classroom configuration would be found in a school over the other configurations. Chromebooks are a viable option if a school has the bandwidth to handle them because of their price and ability to connect to the internet. It was also interesting creating a budget matrix without an actual budget to work from. The types of lessons created would need to be tailored to the option that best fit the technology budget of the school.

Gonzalez, J., & Albright, A. (2014). Appendix D: Using Bloom's Taxonomy. Developing Human Capital PEASE: DEVELOPING HUMAN CAPITAL, 233-235. doi:10.1002/9781118911143.app04

Multimedia in the Classroom. (n.d.). Retrieved from http://fcit.usf.edu/multimedia/deliver/deliverb.html

Gonzalez, J. (n.d.). Bloom's Digital Taxonomy. Retrieved from http://www.dartmouth.edu/~jmajor/blooms/index.html