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
Podcasting-I would try to make podcasts for children. Listening stories, conversation to teach greetings, habits, new information would be taught through podcasts. As per Kathy Schrock, Anchor is a good application for students
Blogging- I would create and write blogs for children and families so that becomes easy to study, learn and understand various educational topics, subjects. There are various online tools and applications which I can use. Kidsblog.org would be helpful for publishing student writing to a large audience. The tool can encourage students to share and express their creative thoughts and ideas with others. Storybird application is helpful to create stories for children. It would enable me to write story while the applications would provide me with artwork accordingly. Tumbler, google plus can also be used for blogging (Ary et al. 2018). Prezi software would be effective for creating simple yet effective presentation.
I think video and filming would also be considered to present short animated videos, effective for teaching students.
Testing and moderating, google plus is a good option, it is a platform for uploading and steaming all kinds of articles, posts, videos and such. It would help me to evaluate the strategy i would attempt to teach.
Testing and grading- Skype, Twitter, Weebly are good applications which I can use to discuss, share views and opinions with other educators. It would be helpful for me to evaluate strategies and approaches which can be suitable for children (Bailey and Blagojevic, 2015).
Posting- for posting purpose, Adobe spark page is a useful digital tool. It helps to post pictures and writing content with proper layouts in magazine style.
Mind mapping- Constructing mind-mapping is effective for constructing a primary outline about the strategy I would use for teaching learners. It would be helpful for me to understand the actions and steps I want to take for teaching effectively. SimpleMin is a good application for creating mind map for the4 purpose.
Surveying- Wufoo is an effective for conducting surveys, such as creating forms, collecting data and automating workflows.
For mashup and linking, ThingLink is a good application for adding and linking pictures.
In order to construct a strategy, google docs edit application is an effective application. The application would help me to edit and make necessary changes to my strategic teaching approach and share with others.
Simulating applications can be used for implementing and executing my work, necessary to understand the feasibility aspect of my practice (De Pasquale et al. 2016).
Tagging- Tumbler is useful for tagging and sharing my own experiences as well as acquiring information from other sources. I can use annotate to add notes on pictures, take screenshots and share with children through communication devices for connecting with children.
Journaling- It is necessary to learn and acquire new knowledge across the world. Feedly is one of the useful applications for the purpose. With the help of the application, I can go through news, subjects, topics and issues related to child education, especially early child education (Schön et al. 2014).
For remembering purpose, bookmarking is a good alternative. It helps to keep contents which are important for teaching and highlighting it. For searching contents and information, Google is a strong source for the work.
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 .
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.
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