Using SAMR and Bloom’s Taxonomy to foster deep learning and 21st Century abilities
Bloom’s Taxonomy combined with SAMR is a useful tool to assist in the implementation of technologies. Each of these frameworks can be aligned to ‘penetrate each other to create a strong concept for blended learning’ (Netolička and Simonova 2017 p. 281).
Image: Puentedura, R. (2014)
Both of these frameworks contain basic skills and those that are more complex. Although there is relationship between these skills it is not representative of a hierarchal design, as the complex skills are not dependent on competency in the basic skills (Keane and Keane 2013).
21st Century abilities such as creativity and collaboration are complex and in order to achieve these abilities in learning they need to be accompanied by complex skills that will support their growth, use and development. Through developing tasks that incorporate complex skills educators are encouraging students to transform their learning and are promoting the use of 21st Century abilities into their programs.
There will of course be times when basic skills such as substitution or remembering will be important and not every task will require redefinition or evaluation, but considering ways to incorporate a balance will assist in developing a program that fosters the tools and harnesses the skills and abilities that students will need in the future.
Students today have access to information about whatever they want to know through the assistance of technology. It is therefore essential that students are taught what do to with this information (Victoria State Government, Education and Training 2018). Evaluating and using information is crucial and the complex skills identified through SAMR and Bloom’s Taxonomy are away to highlight and ensure the application of information is being integrated into teaching and learning.
Create a Vlog that illustrates a difficult element of your day to day.
Create a broadcast that details the crimes against you. Think ‘Crime Stoppers’.
Create a report that outlines the events during aday. A field report that you can send back to the Commissioner.
Create an advertisement that explains what service you provide and why others require that service.
Keane, T. and Keane, W. (2013). Deep Learning: ICT and 21st Century Skills. Paradox and Possibility, the 6th International Conference on Catholic Educational Leadership. Sydney, Australia, 12-14 August 2013. Australia: Australian Catholic University.
Netolička, J. and Simonova, I. (2017). SAMR Model and Bloom’s Digital Taxonomy Applied in Blended Learning/Teaching of General English and ESP, 2017 International Symposium on Educational Technology, Hong Kong, 27-29 June 2017. USA: IEEE Computer Society.
Puentedura, R. (September 2014). SAMR and Bloom’s taxonomy: Assembling the puzzle. https://www.commonsense.org/education/blog/samr-and-blooms-taxonomy-assembling-the-puzzle.
Victoria State Government, Education and Training. (June 2018). Intellectual Rigour Challenges All Students. https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/practice/PPN_7_intellectual_rigour_challenges_all_students.pdf.
|Home||Identify the desired results
|Assessment and Evidence|