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Bloom's
Digital Taxonomy
Daniel Naschke
Walden University
EDUC 6712
"I hear and I forget. I see and I remember. I do and I understand." - Albert Einstein
Learning in the 21st century is very different from how traditional education systems and classrooms have been structured. There is a shift into the digital age, from instruction and learning, to assessment and data collection. Crockett, Jukes, and Churches (2011) discuss four requirements to help 21st century learners move what they learn from their working memory to their permanent memory.
The new information that the student is learning, must be connected, relevant, and meaningful to the student (Crockett, Jukes, & Churches, 2011).
New information and content must have a connectino to prior or existing knowledge (Crockett, Jukes, & Churches, 2011). Students have their own experiences and thoughts, new information must build onto these.
Different types of learning opportunities over time help new information and concepts to solidify in a learner's brain over time.
Regular, positive, encouraging feedback reinforces their efforts' worth (Crockett, Jukes, & Churches, 2011). Learners need to know that it okay to fail, but furthermore, we need to bring their attention to their successes to remind them they are capable.
Bloom's taxonomy has been adapted to the 21st century and called the Bloom's Digital Taxonomy by Andrew Churches (Crockett, Jukes, & Churches, 2011)
Bloom's Taxonomy
For students to reach higher levels, teachers traditionally feel that they must start at lower levels and progressively build up to the higher levels. However, a learner can start at whichever level they are at cognitively (Crockett, Jukes, & Churches, 2011). Many times in my class, students enter at the apply level in which they have prior knowledge and apply it to an inquiry based activity while they interact wit materials and operate devices and carry out experiments. Regardless of which level they enter or are engaged at, digital classrooms and digital learners must realize that there is more value in the creative and learning process than simply in knowing and memorizing (Richardson, 2015). However, the education has yet to reflect this teaching perspective, as assessments are still standardized rather than personalized.
Bloom's in the Classroom
Inquiry based laboratory activities are one of my favorite ways to have students apply their knowledge of content and the scientific method to a specific subject in a way that allows them the creative freedom to ask their own questions and chosoe their own materials from a selection. This allows my students to personalize,customize, and own their learning through student empowerment. This is mainly in the Apply and Analyze levels of Bloom's Revised Taxonomy.
Using mobile apps can be a great way to engage digital learners and help them realize that learning can be both fun and relevant. Additionally, learning and education is much more than simply testing our students and measuring their scores; it is allowing them to create and think in authentic learning opportunities (Cochran, 2015).
Moblie Apps
https://kahoot.it/
Kahoot! is a mobile app that teachers and students can use to integrate assessments in a fun, lively, challenging, and even physical way. My students are always excited and energetic when I tell them they will be taking a Kahoot quiz. They get to pick their name, empowering them to take personal ownership over their knowledge and assessment. This allows students to engage at the Remember level of Bloom's Digital Taxonomy in an engaging way (Crockett, Jukes, & Churches, 2011). Furthermore, students can even enter this activity at the Create level by creating their own quizzes to study from.
https://quizlet.com/
Quizlet is a mobile app that allows students to both create or borrow educational resources such as flashcards, games, while incorporating text, audio clips, and images. This mobil app helps learners engage in Bloom's digital taxonomy at the Create and Evaluate levels as they create digital learning artifacts.
Cochran, D. (2015). The new Bloom's taxonomy. Retrieved from http://www.thecreativeeducator.com/v02/articles/The_New_Blooms
Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st-century fluencies for the digital age. Thousand Oaks, CA: Corwin.
Richardson, W. (2015). From master teacher to master learner. Bloomington, IN: Solution Tree Press.
References