This document discusses Bloom's Taxonomy and how it can be applied using technology. It provides a table mapping the levels of Bloom's Taxonomy (Remembering, Understanding, Applying, Analyzing, Evaluating, Creating) to examples of digital learning activities. It then explains how constructivism, which emphasizes collaborative work and exploration, aligns well with applying Bloom's Taxonomy through technology. An example is provided of a student creating a blog, which involves multiple levels of Bloom's Taxonomy as the student designs, critiques, analyzes, and applies their understanding through the blog and collaboration with others.

1. Running head: BLOOM’S TAXONOMY AND TECHNOLOGY<br />Bloom’s Taxonomy and Technology<br />Module #2 Assignment #2<br />Autumn Moss<br />July 12, 2011<br />E6805 Integrating Technology into Classroom Curriculum<br />Dr. Jaclyn Gerstein<br />Argosy University<br />Bloom’s Digital Taxonomy<br />TERMS CHARACTERISTICS LEARNING ACTIVITIES<br />CreatingDesigning, creating, programming, inventing, etc.Webpage creation, blogging, PowerPoint presentations.EvaluatingChecking, critiquing, monitoring, posting, moderating, etc.Editing an online publication, message board moderator.AnalyzingComparing, organizing, outlining, finding integrating, etc.Mashing data from multiple sources into one, building linksApplyingImplementing, using, running, loading, sharing, uploading, etc. (Breaking concepts into parts)Operating a web program, playing an online game, uploading materials to websites, editing media. UnderstandingInterpreting, tagging, commenting, Boolean searches, etc.Blog journaling-discussing specific tasks to demonstrate understanding, tagging content of webpages. RememberingRecognizing, locating, bookmarking, searching, googling, etc.Highlighting key phrases in digital documents, bookmarking sites for later reference, search engine scavenger hunt. <br />(Churches, 2011)<br />Constructivism is of key importance in applying technology to Bloom’s taxonomy. Technology and many of the examples listed above for learning techniques thrive from collaboration. Constructivism stresses cooperative work and non-traditional exploration methods. It encourages students to think on their own, then work in diverse groups and see the relevance of their work in their daily lives (Roblyer, 2006, p. 45). This applies directly to Bloom’s taxonomy. Students first think on their own during the creating stage. For example, they may choose to start and create a blog. They will then move into the evaluation stage to check and critique the beginnings of their work. From there, they analyze, and this starts the transition into group work and collaboration. They may compare with another blog, or use the mashing of data to add to their own blog. After all the analyzing and evaluating, they begin to apply their knowledge and this also starts the ability to recognize or understand the relevance. They can begin to upload additional content to their blog, and then comment in the form of journal to show their understanding. The blog represents a constructivist approach. The student would have first used creative problem solving to choose their assignment, in this case, the blog. They would then build mental models and increase the subject matter knowledge about blogs. They transition into group cooperation not only by the above mentioned way, but also by having followers and comments on the blog. This allows for multiple and distributed intelligences congruent with constructivism (Roblyer, 2006, p. 49).<br />References<br />Churches, A. (2011). Bloom's digital taxonomy. Retrieved from <br />http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy.<br />Roblyer, M. D. (2006). Integrating educational technology into teaching (4th ed.). Upper Saddle <br />River, NJ: Pearson Publishing.<br />