Linking some digital pedagogy theory to practice…
It’s one thing to use technology in the classroom, it’s another to use it appropriately to scaffold learning, provide support of thinking processes, and to support the individual needs of the learners. For example, there exists ‘Bloom’s Digital Taxonomy’ which maps the different levels of the 1990 revision of Blooms Taxonomy to ICT resources that can be used in the classroom. However, an inconsistency in the digital taxonomy is the use of a different tool for each level. Why can’t a single tool be used for two, three or even four (or all!!) of the stages? Well, it is possible!
Using PowerPoint, students could:
- Remember: List / describe what they know about a topic
- Understand: Use an interactive PowerPoint to classify different animals
- Apply: Create a PowerPoint based on a set of requirements
- Analyse: Collect online news article clippings on an issue and compare, outline, and de-construct them
- Evaluate: Create a prototype for an kiosk interface and have potential users evaluate it
- Create: Students could create a multimedia presentation to support their proposal as to why a dump should not be built in their neighbourhood.
Now, I’m not saying these examples are great, but at 8:45 at night, after my brain has been absent for the last half-hour, I was able to come up with these ideas as to how to use one tool across all the blooms taxonomic levels. I know in a discussion with one of my lecturers a couple weeks back we managed to traverse three levels using a wiki whilst working on the one topic, so why couldn’t PowerPoint do the same or more?