This document discusses Bloom's Revised Digital Taxonomy and the SAMR model. Bloom's taxonomy was revised to arrange its categories in increasing order from remembering to creating. It also used verbs rather than nouns to describe each category. The SAMR model provides a framework for lessons that incorporate technology. It describes four levels - substitution, augmentation, modification, and redefinition - moving from simply substituting technology to transforming tasks with technology in ways that were previously inconceivable. The modification and redefinition levels allow for significant task redesign and new types of learning through technology.

1. Bloom’s Revised Digital
Taxonomy and SAMR
ALYSON COOKE

2. Bloom’s Revised Digital Taxonomy
 Key to this was the use of verbs rather than nouns for each of the categories and a rearrangement of the
sequence within the taxonomy. They are arranged below in increasing order, from lower order to higher
order:
 Remembering
 Understanding
 Applying
 Analysing
 Evaluating
 Creating (Revised position) (Anderson and Krathwohl considered creativity to be higher within the
cognitive domain than evaluation).
 The current educational landscape is vastly different from that of either the 1950s or even that of 2001,
rendering a lack of clarity as to where the levels of the taxonomy fit. As education heads into the digital
world, many of us struggle with where to place new technology tasks within this long-standing hierarchal
guide to teaching and learning.

3. Substitution- SAMR
 Acts as a direct tool substitute, with no functional change.
 Example: You could write and essay with paper and pencil or type it on a
computer using (i.e. Microsoft Word) The task is the same and there is no
functional change.
 The Technology is being used as a substitute.
 Can be used to enhance a lesson.
 Enhancement= Efficiency

4. Augmentation- SAMR
 Acts as a direct tool substitute, with functional improvement.
 Example: Instead of writing an essay with pen and paper, you could use a program
(i.e. Google Docs) With the software, the task is still the same but the unique
features of the collaborative document provide some functional improvement.
 Can be used to enhance a lesson.
 Enhancement= Efficiency

5. Modification- SAMR
 Most learning starts to take place here!
 Allows for significant task redesign.
 Instead of writing an essay with pen and paper, a student could publish a
WordPress blog using text, embedded videos, pictures, and other web links to
convey their argument.
 The audience is no longer just the teacher, people from all over the world can
review and comment on the blog!
 Transformation= New learning!

6. Redefinition- SAMR
 Allows for the creation of new tasks, previously inconceivable.
 Instead of writing the essay, students can create and publish a digital story telling
project to argue their writing with multi-media.
 People from over the world can analyze and review their creations!
 Technology allows students to engage in a new and more involved task!
 Transformation= New learning!