Bloom’s Taxonomy: The 21st Century Version So much have been written about Bloom’s taxonomy; one click in a search engine will flood your page with hundreds of articles all of which revolve around this taxonomy. Only few are those who have tried to customize it to fit in the 21st century educational paradigm. As a fan of Bloom’s pedagogy and being a classroom practitioner, I always look for new ways to improve my learning and teaching, and honestly speaking , if you are a teacher/ educator and still do not understand Bloom’s taxonomy then you are missing out on a great educational resource. The following article is a summary and a fruit of my long painstaking research in the field of Bloom’s taxonomy. Bloom’s taxonomy of learning as Wikipedia has put it is “ a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom ”. 1 – The cognitive : The intellectual or knowledge based domain consisted of 6 levels . Let us now go through the different domains stated here.
Using SAMR to Teach Above the Line - Getting Smart by Susan Oxnevad - 1:1 program, Apple, edchat, EdTech, SAMR, technology For as long as I can remember I have been an advocate for helping teachers understand the stages of technology integration to help them effectively use tech as a tool for learning. I’ve adopted a few different tech integration models over the years, discussed the ideas with administrators for use as a starting point for tech integration, and kept the ideas front of mind as I invent and discover new ways for using technology as a tool for learning. Discussing the stages of tech integration has led to some thought provoking and inspiring conversations, but the ideas have not gained a lot of momentum in my face-to-face teaching environment until now. As many districts jump on board with 1:1 implementation, Apple’s use of the SAMR model as a framework for tech integration presents a consistent, clear and powerful message that is spreading! About SAMR Researchers have determined that technology integration typically moves through specific levels. Image created by Dr. An Emphasis on Task Design
Using TPACK as a Framework for Tech PD, Integration and Assessment. Henrico County Schools System has adopted the TPACK as the Framework for professional development and 21st Century Learning in the Henrico County Schools System. Henrico County is one of the largest and earliest districts to pioneer and implement a one-to-one initiative. They have adopted this model as its conceptual framework to guide their progress towards the 21st Century Learning. See How Henrico County School District Incorporates Technology into Learning.Henrico 21 Overview from HCPS Instructional Technology on Vimeo. To see more videos visit this link. Below are some essential pieces toward meeting their vision. The TPACK ModelThe TPACK Model was created in response to the need to provide a framework around the important pieces of innovating learning with a focus on Technology, Pedagogy, and Content Knowledge. This is a diagram of the model. Assessment Tools Technology Infused LessonsThe teachers write lessons incorporating the elements of the TPACK model.
Kunskap i en digitaliserad värld T.A and apples. Fine art print 2011 © Johan Löfgren/bus 2012 Digitala teknologier är viktiga i det samhälle vi lever i. De är allestädes närvarande, i vår privata sfär och på de flesta arbetsplatser. De är redskap för att representera, lagra och kommunicera mänskliga erfarenheter och kunskaper och för nätverkande och socialt samspel. I de flesta barns och ungdomars liv ingår digitala teknologier som en naturlig del. Detta har konsekvenser för utbildning. Satsningar på att införa digitala medier i skolan, kopplat till stora förhoppningar, är inte nya. Kan då dagens en-till-en-satsningar göra skillnad? Om man accepterar dessa resonemang är det ingen fråga om digitala medier ska föras in i undervisningen. Vad som utgör kompetens och lärande är kopplat till hur människor använder eller samverkar med resurser av olika slag som verktyg för att lösa problem som är relevanta för dem. Detta innebär krav på nya typer av kompetenser.
A New Great SAMR Visual for Teachers I just come across this wonderful SAMR model visual in a tweet by Lisa from TechChef4u and thought you might be interested to have a look as well. This graphic is created and hosted in Cvkerr platform. Upon checking it I decided to add it to the SAMR section here in Educational Technology and Mobile Learning. As is shown in the graphic below, each stage in the SAMR model is accompanied by an example of activity you could do with you students in class together with the digital tool to do it. Substitution This is the stage where you use technology to substitute what you could have done with pen and paper. one popular example of this is using word processor to type a story instead of handwriting it. Augmentation This is where technology is used to carry out learning tasks in relatively more efficient ways. the technology here only adds value to the assignment and does not transform how it is done, examples of this include using spell checker, grammar checker or electronic dictionary.
Social Studies Hammond, T. C., & Manfra, M. M. (2009). Giving, prompting, making: Aligning technology and pedagogy within TPACK for social studies instruction. Contemporary Issues in Technology and Teacher Education [Online serial], 9(2). Retrieved from Giving, Prompting, Making: Aligning Technology and Pedagogy Within TPACK for Social Studies Instruction Thomas C. Meghan McGlinn ManfraNorth Carolina State University Abstract Technological pedagogical content knowledge (now known as technology, pedagogy, and content knowledge, or TPACK) has become a widely referenced conceptual framework within teacher education. In 1997, Peter Martorella wrote, “Arguably, technology is a sleeping giant in the social studies curriculum” (p. 511). Social studies journals such as Social Education and Theory and Research in Social Education devote annual issues to technology integration. Giving: Tell It to Me Straight Prompting: What Do You See?
TPACK.org The community of teachers, researchers, and others interested in TPACK is diverse and growing. There are a number of ways to interact with others about TPACK. In this post, we highlight four of the ways – 1) Facebook, 2) Twitter, 3) Mendeley, and 4) sections of the TPACK.org site – in which TPACK.org is involved with social media. If there are other ways you or others are discussing TPACK, we would love to hear about and share them here. Facebook A poll conducted on TPACK.org asked “Should there be a TPACK Facebook group or page?” Mendeley Mendeley is publication management software in which there is an active group. Twitter There is an active TPACK community on Twitter. TPACK.org In addition to the Facebook group, Twitter community, and the Mendeley group, the questions and answers section on TPACK.org is a good place to ask general questions about TPACK-related topics. Dr. Joshua M.
TPACK Explained | TPACK.org Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. The TPACK framework extends Shulman’s idea of Pedagogical Content Knowledge. The Seven Components of TPACK TPACK Image (rights free). At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, transactional relationship between these components of knowledge situated in unique contexts. Content Knowledge (CK) – “Teachers’ knowledge about the subject matter to be learned or taught. History and Ownership TPACK TPACK is not a brand new idea, nor is it owned by anyone. Learning More about TPACK References Koehler, M. Shulman, L.S. (1986).
Is There a Best Way to Develop the 4Cs in All Students? Driving Question: Is There a Best Way to Develop the 4Cs in All Students? Lots of books and curriculum materials have been written about how teachers can incorporate critical thinking, collaboration, communication, and creativity into their lesson plans. According to some of these materials, giving students opportunities to build their competence in the “4 Cs” might mean as little as adding a few tweaks to an existing lesson or going bigger by creating all-new assignments. Others have noted that teachers who are implementing Project-Based Learning can go another step beyond to make sure that their students are developing the 4Cs in their projects. Adding the 4 Cs to traditional teaching is all well and good, but I think no other teaching method brings those skills together like Project-Based Learning (PBL). Making the case for the explicit teaching of the 4Cs begins with the Common Core State Standards. The Common Core State Standards fit tightly with PBL and the 4Cs.
About EmergingEdTech – Learning About Emerging Education and Instructional Technologies and Sharing the Learning Journey WelcomeWelcome to “EmergingEdTech”. Properly implemented and supported instructional technologies and tools can help to make learning more engaging and more productive for students and teachers alike, improving learning outcomes and helping to prepare students for continued education and ultimately productive, successful careers. The nature of these technologies and tools and how they are being incorporate and embraced in teaching is constantly evolving, with new ideas and applications emerging every day. I’ve devoted many hours to learning more about this since I started this site in 2009 and I’ve been sharing this journey with readers like you. Come join the conversation! Check out the EmergingEdTech introductory video! Each week, I research relevant topics and write a couple articles (at times accompanied by a video) providing information, insight, and/or opinion about those topics. There are right ways and wrong ways to approach education/instructional technology. About Kelly Walsh
Literacy with ICT | A Model for 21st Century Learning Literacy with Information and Communication Technology (LwICT) means thinking critically and creatively, about information and about communication, as citizens of the global community, while using ICT responsibly and ethically. The Seven Steps to Becoming a 21st Century School or District Last summer, as I was winding down my eight years as president of the Partnership for 21st Century Skills, I went around the country and met with 30 superintendents, asking them, "What can I do to support your efforts to implement 21st century education in your district?" Together we came up with the idea of creating a professional learning community (PLC) of education leaders committed to 21st century education. A team of us liked the idea so much that earlier this year we launched EdLeader21, a community of education leaders committed to building critical thinking, communication, collaboration, and creativity into their educational system. Seven-Part Blog Series One of the major ways we are organizing the work of the PLC is a framework we created, "7 Steps for Becoming a 21st Century School or District." A Streamlined Framework Over the years we found some people had a hard time getting their heads around the framework. The 4C's are: What Are the "7 Steps"? Step 1: Adopt Your Vision