Blooms Taxonomy is a great road map for the gradual release for responsibility to our students. Ultimately, we want our students to be able to engage in learning processes through which they are responsible for their own learning. They are the ones investigating and discovering knowledge, while simultaneously teaching and assisting their peers. Blooms helps us to take our students from simple tasks such as labeling, identifying, and locating, to more complex learning processes such as solving, analyzing, and creating.
Imagine two different assessments. One asks the students, “To where did Lois and Clark travel?” and gives the students some multiple choice options. A second assessment states, “Using Google Maps, plot out the different places Lois and Clark traveled to. Drop at least 5 different pins, and explain what happened in those areas during their journey. Use pictures, text or video to tell the story of their journey. Now, which one of these assessments best tells the teacher if the students have learned about Lois and Clark?
In today’s classroom, these feats of creation are no longer that- feats. They are actually tasks that with thoughtful planning, can be completed in a few class periods. The ease of which students can complete these assignments, of course, is dependent on the technology configuration of the classroom. Let’s take a look at how different classroom configurations can allow for students to reach the deeper levels of Bloom’s Taxonomy.
If a classroom setup has only one computer and a projector, this does not lend well to deep Bloom’s level. This set up allows for teacher direct instruction, where the teacher presents and the students listen. This set up could lend itself for student presentations as well, but the creation of those presentations could not be done in a classroom with one computer. In order for students to reach deeper into blooms, they will need to engage in using technology themselves.
If a classroom has a small group of computers, perhaps 10 or so, this will better lend itself to the creation of student knowledge. At least with this configuration, students can work together to research and create projects. Working with peers is a very important part of the learning process, and this configuration lends itself well to said group work. The drawback of this configuration is that it would not allow a teacher to necessarily assess the skills of one particular student, if students were only to engage in group work.
More ideal situations arise when classrooms have access to a computer cart, or a computer lab. This allows for 1:1 access of devices, which allows each students to unleash their own individual potential. In my own experience, I have found that one drawback a chromebook would have over a computer in a lab is that one would need to make sure the wireless connection was strong and in working order. Chromebooks also work off of apps, meaning that traditional software cannot be installed onto them. Depending on the program being used, the lab could be a more ideal set up. If working on more traditional assignments, such as papers or presentations, a Chromebook is perfect because it allows students access to all of the different Google Apps for Education. Chromebooks are also an extremely cost effective solution, allowing students to have a 1:1 environment for only a fraction of the cost of iMacs in a lab.
Lastly, there is the BYOD configuration. I’ve always been a proponent of this idea, but after completing the budget matrix assignment, I am not sure if it is the best solution to a school’s technology issues. While this configuration occurs at no cost to the schools (besides having a dedicated student wireless network), the variety of devices students could bring in is just too varied. I feel that BYOD is great for apps like Kahoot or Socrative, where assessments are made to work on any device. When it comes to project creation, such as presentations and essays, it is very exhausting to type on smaller devices. Once would need at least a tablet. As students get older, they are more likely to have a laptop, which would make a BYOD policy more effective. At the younger grades, however, when students are more likely to have tablets and smartphones, BYOD may be limited to fun activities like Kahoot or completing digital exit tickets. Having these technologies in school could also help students by allowing them to take pictures of homework assignments, or complete other similar small tasks.
After evaluating the different configurations, I believe that having Chromebooks is a great, cost effective way to get technology into the hands of every students. These inexpensive laptops allows students to use all of the Google Apps, which cover a lot of the processes that students engage in at school (writing essays, creating presentations and spreadsheets, and much much more). As these computers gain more popularity, I have no doubt that their already pretty well stocked app store will continue to grow with educational apps and games for students of all ages.
I love your comments about how creation is no longer a feat, but a necessity. I fully agree with you. I believe that we need to have more performance assessments that challenge our students to use technology in a way that will benefit them for years to come and relate to real life uses!
ReplyDeleteI also agree that the more students have to share devices, the lower it brings the Bloom's taxonomy. It is difficult to work on creating or analyzing when 20 other students are waiting for their turn on the device!
Jacquie,
ReplyDeleteReally enjoyed reading your post. You brought up many good points. I to have thought that BYOD was an alternative that schools really needed to consider due to the high costs of technology to accommodate most or all. But, your point about what type of projects would be possible on the devices with the probability of students having smaller devices would make projects difficult. Also, the teacher would need familiarity with so many different devices. I liked your Lewis and Clark example and I totally agree the more effective way to meet to students needs is to be reaching the higher levels of Blooms and technology is the way to do it to also work on those 21st century skills.