Team D Presents: The Introduction of Bloom's Taxonomy and Technology
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Team D Presents: The Introduction of Bloom's Taxonomy and Technology

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This is an introduction of Bloom's taxonomy in conjuction with technology.

This is an introduction of Bloom's taxonomy in conjuction with technology.

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  • In 2001 Blooms Taxonomy levels were revised to the following terms: Evaluate, Create, Analyze, Apply, Understand, and Remember. anderson, et.al.,2001
  • These are the process for Bloom’s taxonomy of technology-fostered cognitive objectives
  • Everything surrounds the main idea and is connected to each other via the key points, supporting details and additional information that paints a clearer picture. Graphics to the umpteenth degree will allow the learners to click on any portion of the graphic to get more details or to see how each piece connects to the next one. Almost always there will be one primary main idea with some key learning points that let the student know what the subject is and what they can expect regarding that subject. The supporting details is sort of a thread that connects from one key point to the next key point and all leading back to the main idea. The outlying tidbits are little interesting facts that helps to make the picture clearer, but is not necessary. They are sort of window dressing for the main idea.
  • There are always additional sources or links that takes you to another site that builds upon the previous site. They connect soley to give the student a reference point at which to start their search. These links take on the scaffolding effect, in that they build upon each other to create a full body lesson. Each site alone would give the student good and helpful information, but it is only when they are combined do they paint a masterpiece of learning.
  • In utilizing Bloom’s Taxonomy one should keep the following items in mind to make the process easier. Select at least one activity from each of Bloom’s six levels: Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation.The benefits are students with higher level thinking skills, increase permanent acquisition of learning and a step up for successful examinations (Department of Program Development and Alignment, The School Board of Broward County, Florida, 2000).

Team D Presents: The Introduction of Bloom's Taxonomy and Technology Team D Presents: The Introduction of Bloom's Taxonomy and Technology Presentation Transcript

  • Al-Nisa Johnson, Priscilla Mayfield, and Stephen Sanchez Presents: Introduction to Blooms Taxonomy In Conjunction with Technology Integration Monday November 11, 2013 Leo Giglio AET /541 E-Learning
  • Introduction According to Wikipedia “Bloom’s taxonomy is a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom, who also edited the first volume of the standard text, Taxonomy of educational objectives: the classification of educational goals.” “Educators have used Bloom's Taxonomy to plan and deliver instruction for decades. Educators should use Bloom's Taxonomy and technology integration in concert to ensure that student learning encompasses every level of Blooms Taxonomy.” (Signal 2012) “Bloom’s Taxonomy places cognitive skills in a leveled hierarchy that can really help educators to design objective-based lessons by helping them understand what cognitive skills students need to perform certain tasks. Integrating Bloom’s Taxonomy with technology into curriculum creates more ways to deliver information and creates engaging ways for students to interact with that information. Technology also offers students a variety of methods to show that they have met specific learning objectives.” (Signal 2012).
  • Bloom’s Taxonomy Levels Evaluation: Makes judgments about the value of ideas or materials Synthesis: Build structure or pattern from diverse elements; put parts together to form a whole with emphasis on creating a new meaning or structure Analysis: Separate material or concepts into components parts so that its organizational structure may be understood, distinguish between facts and inferences Application: Uses a concept in a new situation or uses an abstraction unprompted to novel situations in the workplace Comprehension: Understand the meaning, translation, interpretation, and interpolation Knowledge: Recall data, defines, labels and list
  • BLOOM’S TAXONOMY LEVELS BASED ON TECHNOLOGY Evaluation: Support evaluation Construction: and problem solving Facilitates construction or designing projects Analysis: Organize materials or ides to foster analysis Applications: Enable the application of understanding Exploration: Foster exploration of materials and ideas Storage: Allow the storage or display information
  • Exploration and Integration of Technology Levels Original=Revised=Technology Technology Tools that support Integrating Technology Tools that supports Tablets & Web 2.0 Evaluation=Evaluate=Evaluation *BBlogger *OrKut *Net meeting *Google moderation * You Tube *I Rubric *e Portfolio *Google sites *You Tube *Hyper Studio *igoogle *Gmail *Inspiration.eg *Google groups *Google publics data explorer *Wikispaces *Google sites *Google Reader *Talk *Portfolios *gotoWEB20.net *Pipes *Evernote *UOP Mobile App. 3.0 *Google News *Google translate *Virtual Field Trips *Google advance search * Live Journal *You Tube *Y! *PDF *Filesharing *Footnote *The periodic table of videos *Webspiration *Quick office Synthesis=Create=Construction Analysis=Analyze=Analysis Application=Apply=Applications Comprehension=Understand=Exploration Knowledge=Remember=Storage *Voice thread *Protagonize *Create a graph *google anaylics *I exploratree *Visu words *Creately *Flashcard Exchange Technology Tools that supports Smart phones and Android *Cloud storage * Quick office *UOP Mobile App. 3.0 *YASP *Quick office *UOP Mobile App. 3.0 *Google * Quick office *UOP Mobile App. 3.0 *Evernote * Quick office *yasp *UOP Mobile App. 3.0 *Cloud storage * Quick office *UOP Mobile App. 3.0
  • Connecting Bloom’s Taxonomy Integrating of Technology Through Visual  According to Bloom’s Taxonomy “Visual learners will be able to recall what they see and will prefer written instructions. These students are sight readers who enjoy reading silently. Better yet, present information to them with a video. They will learn by observing and enjoy working with the following:”  computer graphics  maps, graphs, charts  cartoons  posters  diagrams  graphic organizers  text with a lot of pictures  According to website “Visualizing data - When working with data, students build data literacy as they collect and explore information in a dynamic inquiry process, using tables and plots to visually investigate, manipulate and analyze data. As students explore the way data moves through various plot types, such as Venn, stack, pie and axis, they formulate questions and discover meaning from the visual representation.”
  • Connecting Bloom’s Taxonomy Integrating of Technology Through Audio Bloom’s Taxonomy and the integration of technology through audio can optimize the learning experience. Learners can retain and recall things they hear and is stored in their long-term storage. Such examples of audio technology can potentially be: Audio lectures Audio files iTunes or equivalent Audio books (cd’s, MP3 files) Cellular capability for conferencing According to an Oregon State University study in 2004 on Bloom’s Taxonomy, “Learners’ ability to systematically arrange information is based on the brain’s ability to prioritize information for retention and retrieval.” Audio technology in the learning process must be an important consideration, filtering out the things that need to be included and what needs to be excluded. Extemporaneous information included in any audio can be a detriment instead of the intended purpose.
  • Connecting Bloom’s Taxonomy Integrating of Technology Through Text The traditional mode of learning throughout the ages has been text or writing. Whether on cave walls or in the dirt, humankind has used various forms of text in the process of teaching and learning. In the discussion of Bloom’s Taxonomy and the integration of technology as it relates to text, there needs to be thoughtful and innovative ideas to make text relative to the present day of technology. Such examples can be:  Online libraries which contain periodicals, reviews, books, and other such literary methods are accessible via text  Online textbooks  Classroom interaction utilizing portals, chat rooms, blogs, email, social networking cites, etc. In the age of technology, text will continue to play a key role. The central issue is how to make traditional method pertinent in the age of technology? How will it be optimal and accessible for learners? Krathwohl states, “The traditional methods of learning will continue to be utilized as only as they continue to adapt and evolve with technology” (2002).
  • Connecting Bloom’s Taxonomy integrating of Technology Through Graphics Supporting Detail Key Point Supporting Detail Key Point Supporting Detail Main Idea Key Point Key Point Supporting Detail
  • Connecting Bloom’s Taxonomy integrating of Technology Links to appropriate websites  CELT Learning Technologies. (2011). Iowa State University Center for Excellence in Learning and Teaching. Retrieved from http://www.celt.iastate.edu/teaching/RevisedBlooms1.html  Dunn,, J. (2013). 70+ Web Tools Organized for Bloom Taxonomy. Chambersburg Area School District. Retrieved from http://www.edudemic.com/70-web-tools-organized-for-bloomsdigital-taxonomy/  Hammond,, J. (2013). Web 2.0 Tools Based on Bloom's Digital Taxonomy. Chambersburg Area School District. Retrieved from http://www.chambersburg.k12.pa.us/education/components/scrapboo k/default.php?sectionid=2365  Schrock, K. (n.d.). Bloomin' Apps. Retrieved from http://www.schrockguide.net/bloomin-apps.html
  • Conclusion Bloom’s Taxonomy is a process of organizing cognitive skills in a hierarchy, designed to help educators to develop objective-based lessons. These lessons promotes the development of cognitive skills that students need to perform certain tasks, (Signal 2012). K C Bloom E A Taxonomy S A
  • References CELT Learning Technologies, (2011). Iowa State University Center for Excellence in Learning and Teaching. Retrieved from http://www.celt.iastate.edu/teaching/RevisedBlooms1.html Churches, A. (2012). Bloom's Taxonomy Blooms Digitally. Department of Program Development and Alignment, The School Board of Broward County, Florida. Retrieved from http://www.techlearning.com/article/8670 Clemson University. (n.d.). Bloom's Taxonomy Action Verbs. Retrieved from http://www.clemson.edu/assessment/ assessmentpractices/referencematerials/documents/Blooms%20Taxonomy%20Action%20Verbs.pdf Department of Program Development and Alignment, The School Board of Broward County, Florida. (2000). Bloom's Taxonomy. Retrieved from http://www.nmu.edu/Webb/ArchivedHTML/UPCED /mentoring/docs/teachingstrategies.pdf Dunn,, J. (2013). 70+ Web Tools Organized for Bloom Taxonomy. Chambersburg Area School District. Retrieved from http://www.edudemic.com/70-web-tools-organized-for-blooms-digital-taxonomy
  • References Hammond,, J. (2013). Web 2.0 Tools Based on Bloom's Digital Taxonomy. Chambersburg Area School District. Retrieved from http://www.chambersburg.k12.pa.us/education/components/scrapbook/default.php?sectionid=2365 Haynes, J. (2000). Bloom’s Taxonomy & Multiple Intelligence (a work in progress…). Department of Program Development and Alignment, The School Board of Broward County, Florida. Retrieved from https://sites.google.com/site/mlbloomstaxonomy/teach-to-students-learning-styles Krathwohl, D. R. (2002). A revision of bloom's taxonomy: An overview. Theory into Practice, 41 (4), 212-218 Oregon State University. (2004). OSU extended campus: Course development: Instructional design - Retrieved April 3, 2005 from http://oregonstate.edu/instruct/coursedev/models/id/taxonomy Schrock, K. (n.d.). Bloomin' Apps. Retrieved from http://www.schrockguide.net/bloomin-apps.html