Bloom s digital taxonomy
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Bloom’s Digital Taxonomy. Table of Contents. Overview Foundation The Taxonomy Broken Down The Digital Taxonomy Explained Differences from Bloom’s Taxonomy Similarities with Bloom’s Taxonomy Conclusion Works Cited. Overview. A refresher of Bloom’s Revised Taxonomy (1956)

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Bloom’s Digital Taxonomy

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Bloom’s Digital Taxonomy


Table of Contents

  • Overview

  • Foundation

  • The Taxonomy Broken Down

  • The Digital Taxonomy Explained

  • Differences from Bloom’s Taxonomy

  • Similarities with Bloom’s Taxonomy

  • Conclusion

  • Works Cited


Overview

  • A refresher of Bloom’s Revised Taxonomy (1956)

  • Examining the six levels of Bloom’s Digital Taxonomy as defined by Andrew Churches (2001)


Foundation

  • Original Taxonomy was created by Benjamin S. Bloom in 1956

  • Revised in 2001 by Anderson and Krathwohl

  • The largest difference was replacing the nouns of the original taxonomy with verbs and a change in their order

  • Identified and outlined the cognitive domain which involves the development of intellectual skills

  • Each level builds on the previous level

  • An educator begins with Lower Order Thinking Skills (LOTS) and works up toward Higher Order Thinking Skills (HOTS)

  • Typically viewed as a pyramid with LOTS on the bottom and HOTS toward the top


Bloom’s Revised Taxonomy


The Taxonomy Broken Down

  • Remembering– memorization and the ability to recall information

  • Understanding – the ability to understand the meaning behind instructions

  • Applying – applying what was learned to a real world task

  • Analyzing– separating information into parts and making distinctions between hearsay and fact

  • Evaluating – bringing the parts together to form a whole with new meaning

  • Creating – making decisions based on the merits of an idea


Bloom’s Digital Taxonomy


The Digital Taxonomy Explained

  • Remembering – modern examples include the use of social bookmarking websites, use of search engines and social networking

  • Understanding – blog journaling, commenting on websites and categorizing items using folders

  • Applying – playing educational games, editing a wiki and sharing photos or documents online

  • Analyzing – creating “mashups” and leveraging Google Docs

  • Evaluating – moderating a forum, structured and reasoned blog responses and software beta-testing

  • Creating – directing or filming a video or podcast, programming software


Differences from Bloom’s Taxonomy

  • While the ideas still reverberate with today’s learners, they must be applied in a different manner to better engage these students

  • Using the Digital Taxonomy, educators will be able to teach HOTS to these younger students

  • Educators do not necessarily need to begin their lessons at the bottom of the pyramid

  • Strong emphasis on collaboration between learners

  • Larger integration of multimedia into lesson plans


Similarities with Bloom’s Taxonomy

  • Both taxonomies maintain the same verbage and basic principles

  • Maintain pyramid structure with lower order thinking skills at the bottom and gradual increase to higher order thinking skills


Conclusion

  • Churches’ update to Bloom’s Taxonomy allows educators to bring it into the modern classroom and apply it to the current, quickly changing technological environment

  • Bloom’s Taxonomy has been tweaked for well over 50 years and the Digital Taxonomy still needs to be better defined and will grow and adapt as it ages


Works Cited

  • Anderson, I.W. & Krathwohl. A Taxonomy for Learning, Teaching, and Assesing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman, 2001.

  • Michael Fisher. Digigogy: A New Digital Pedagogy. 2009. http://digigogy.blogspot.net.

  • Andrew Churches. Bloom’s Taxonomy and Digital Approaches. 2007. Edorigami. http://edorigami.wikispaces.com/Bloom%27s+and+ICT+tools


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