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Infowhelm. That word resonated with me as I read Bloom’s Digital Taxonomy. Oftentimes, that’s how I feel when I am reading the Internet. Just yesterday, I was looking for an analysis on the television show LOST, and noticed that the website had been updated about one month prior to me reading. What I took from that was that years after the show ended, people are still writing about it. There is so much information on the web, and it is constantly changing! The same can be said for teaching and learning in the 21st Century. I had no idea that there was a digital taxonomy!

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I love how Educational Origami said, “Bloom’s Digital Taxonomy isn’t about the tools or technologies rather it is about using these to facilitate learning. Outcomes on rubrics are measured by competence of use and most importantly the quality of the process or product. Bloom’s Digital Taxonomy lends itself to problem and project based learning where the student must work through the entire process of development and evaluation.” One of my biggest struggles with using technology is that I cannot get past the augmentation in the SAMR model. As show in the figure below (I added what I can and cannot do), the enhancement part of the model is something that I do not have a problem with. The challenge comes with the transformation part of the model. Thinking back on our reading from last week, perhaps this could be an area of growth, as I seek out the expertise from others in my PLN who have experience with this.

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There were (are) times when I feel like I am using technology in the classroom for the sake of using technology, because it is expected. Rather, I need to be looking at how the technologies are helping to facilitate student learning and asking myself “What is the process the learner must go through as he is working?” Last year, a few trainers from the Buck Institute for Education (BIE) came to our school to talk to us about project based learning. Unfortunately, I was not chosen to attend the professional development, but I heard a lot of great feedback from my colleagues, as well as saw a shift in the approaches to student learning teachers used in many of the classrooms that I work in.

At times, I feel like my thoughts are changing so much that I cannot keep up with the change! However, I know that it is necessary to keep up with these changes so that my students are learning in an effective environment and that learning tasks are grounded in.

The biggest take away that I got from the chapter “Messing Around” was the tinkering that young people take part in. I sponsored a coding club after school and that is what a lot of the club was. We (myself included) tinkered around with the different programming (we used Scratch) options and had a lot of conversation about what we discovered during our tinkering. This eventually led to the students developing their own video games and even showed me how to perform several tasks I did not previously know how to do– all from tinkering! To that, I say, “Tinker away!” However, all this tinkering must go back to Bloom’s Digital Taxonomy.  We were all tinkering while using many of the 21st century skills- we learned (and are still learning) how to think creatively, communicate clearly, analyze, collaborate effectively, design, and learn continuously. I must utilize new learning theories so students can think, create/make, and tinker.

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