Using Bloom's Digital Taxonomy To Reflect On ICT Use In Early Childhood Education, An Essay.

Use the suggestions provided by Churches and Schrock to reflect on your own use of ICT in light of Bloom's  taxonomy

Can you provide an example for each level of the taxonomy?

When we discuss computer software, we tend to use the literature expression of ‘genres’ to group the programs in types.  The table below presents some common genres for software developed specifically for children.  You can click on the image to read more about the example provided.

When we look at this software, we need to remember that ‘educational’ software is often developed by people who are good at programming computer software, however, they may not know much about best practice in education. Consequentially the interface can be flashy and loud (known as ‘bells and whistles’) but the content can be minimal and sometimes inappropriate. As with any commercial educational resource (eg. play equipment, books and toys) computer software comes in a range of quality, from poor to wonderful. Traditionally, this software was purchased from a store (eg Harvey Norman) and installed on your computer.  These days, you may purchase and download from the web or use the software directly from a website.

Examples of Bloom's Digital Taxonomy

While teaching students belonging to the age of group of birth to five years, I have considered taking certain strategies and approaches helpful for teaching students. I believe Bloom’s taxonomy is an effective tool for teaching early childhood education. I think it is necessary to consider certain steps in order to ensure that the taxonomy is used leading to optimum result of the education system. The trend of digital technology has influenced the current education system to a significant extent. Considering the situation, I believe it is essential to know proper use of ICT (information and technological communication) tools and incorporate it within Bloom’s digital taxonomy to create an organized and effective strategy for early childhood education (Barrio et al. 2016).

My examples of Bloom's Digital Taxonomy

E-book, Missing Friend-Lite.

The e-book is an excellent and interesting e-book which describe a story about the way Mr. Mole got kidnapped, but later Mr. Fox and Mr. Rabbit rescued him. the particular e-book offers interactive pages. It consists of vocabulary development levels. Thus, I think the digital book is excellent and effective for making children learn about animals, conversation and new stock of vocabulary with the help of the application.

Identify the levels of bloom’s taxonomy that could be addressed through.

Creating- I think the application will be helpful to create interest and curiosity about the book and the content it provides. Colourful pictures, interactive mode of story-telling will be effective for attracting students’ interest.

Evaluating- The e-book will be useful for triggering children’s interest. In other words, children will try to engage with the book and attempt to understand and evaluate the content of the book. I think it will increase children’s interest about the story. Children will be able to think and comment about the story, the characters in the process. Children will start predicting about incidents which might happen in the story (Toohey et al. 2015).

Analysing- Learning the story would encourage and motivate children to learn in detail and analyse the contexts of the story. I believe the learning will enable learners to think and distinguish animals, various vocabularies. On the other aspect, I will be able to explain the story and make learners understand about the story in detail. Illustration of the story would encourage students to question about the story.

Applying- I think the application will provide the scope to re-enact the incidents in teaching and learning sessions. I will display the story and ask students to draw certain part of the story. I believe it will enable students to develop their drawing skills (Drigas et al. 2015).

Understanding- The digital book will be helpful for summarising the story. It will help students to develop and express comment, infer about the text.

Remembering- I think reading the digital book will enable children to remember vocabularies, animals and name learnt throuhg the interacting connect of the book. Further reading of the book will be helpful .

Reference List 

Ary, D., Jacobs, L.C., Irvine, C.K.S. and Walker, D., 2018. Introduction to research in education. Cengage Learning.

Bailey, M. and Blagojevic, B., 2015. Innovate, educate, and empower: New opportunities with new technologies. Technology and digital media in the early years: Tools for teaching and learning, pp.162-182.

Barrio, F.G., Rebaque, B.R., Barrio, M.G., Del Rocío, P., Magán-Hervás, A. and Gértrudix-Barrio, F., 2016. Analysis of musical learning experiences through the use of digital applications of students in the degree in early childhood education.

De Pasquale, D., Wood, E., Archer, K. and Mueller, J., 2016. Put their learning in their hands: Apps supporting self-regulated learning. In Apps, Technology and Younger Learners (pp. 122-136). Routledge.

Drigas, A., Kokkalia, G. and Lytras, M.D., 2015. ICT and collaborative co-learning in preschool children who face memory difficulties. Computers in Human Behavior, 51, pp.645-651.

Hsin, C.T., Li, M.C. and Chin-Chung, T., 2014. The influence of young children's use of technology on their learning: A review. Journal of Educational Technology & Society, 17(4), p.85.

Schön, S., Ebner, M. and Kumar, S., 2014. The Maker Movement. Implications of new digital gadgets, fabrication tools and spaces for creative learning and teaching. eLearning papers, 39, pp.14-25.

Toohey, K., Dagenais, D., Fodor, A., Hof, L., Nuñez, O., Singh, A. and Schulze, L., 2015. “That sounds so cooool”: Entanglements of children, digital tools, and literacy practices. TESOL Quarterly, 49(3), pp.461-485.