Pedagogy Before Technology
Students’ views on technology are different from many in a variety of ways. First, I grew up in a time when technology was not observed or used much until my high school years. In high school, I took a computer literacy course which objective was to teach students to learn how to program. I began teaching in 1995, and even though we had several computers in class, they had few programs, resources, or floppy disks that we could use with the students. The library and the office staff were the few that used computers. Everything we did as teachers was manually, starting with attendance and ending with grades. I bought my first personal computer when I turned 27 and opened my first email at about the same time. Currently, I teach English Language Arts to a group of bilingual 6th grade students. On the other hand, my students have used technology all their lives. The school district I work for issues chrome books to each student to use in class. Most of my students also have their personal cell phones. For my students, a simple day without technology can be described as a catastrophe.
Although I come from a generation where technology was not significant, I have grown to use and understand technology. Granting, there are several generational gaps between my students and me, I consider technology to be a valuable learning tool for everyone, but not the foundation upon which we build learning. I use technology daily, and it has come to simplify the way I teach. Whether it is showing a YouTube video, posting an assignment through Google classroom, or simply inputting my grades on Skyward, technology has come to assist both teachers and students in an infinite number of ways.
Technology is here to stay and as educators we need to continue to learn and adapt our classrooms to it. The adaptations and examples from Bloom’s Taxonomy to Bloom’s Digital Taxonomy are a clear indication of the importance of technology in a classroom. These changes were necessary to align to our current classrooms, especially since technology is used daily in most schools. Change was needed as stated in Church’s Bloom’s Digital Taxonomy:
The elements and actions cover many of the activities and objectives we undertake in our classroom practice, but they do not address the newer objectives, processes and actions presented by the emergence and integration of Information and Communication Technologies (ICT) into the classroom and their impact on the lives of our students. (Church, 2008, p.4)
The highest level in Bloom’s Taxonomy became create instead of evaluate. Students today can create using apps and internet tools. They can create a podcast, a blog, a video, and use links to share them with the class.
On another note, as a future librarian it is crucial that we learn how to guide students with using technology. As librarians, instructing students about the safety of using technology is a key factor. As we continue to use technology ensuring our students’ safety is a priority. Some of the information shared in the K-12 blueprint was alarming. Especially knowing that many schools get hacked easily and the numbers are increasing yearly.
Reference
Bloom’s digital taxonomy. Common Sense Education. (n.d.).
https://www.commonsense.org/education/videos/blooms-digital-taxonomy
Churches, A. (2008, May 26). (PDF) Bloom’s digital taxonomy. www.ccconline.org.
https://www.researchgate.net/publication/228381038_Bloom’s_Digital_Taxonomy
Clarity Innovations. (2023, May). Cybersecurity for K-12 Schools and Districts. K-12 Blueprint.
Churches, A. (2008, May 26). (PDF) Bloom’s digital taxonomy. www.ccconline.org.
https://www.researchgate.net/publication/228381038_Bloom’s_Digital_Taxonomy
Clarity Innovations. (2023, May). Cybersecurity for K-12 Schools and Districts. K-12 Blueprint.
https://www.marist.edu/w/marist-news-the-first-marist-mindset-list-is-released
Schrock, K. (2011, March 5). Bloomin’ Apps. Kathy Schrock’s Guide to Everything.
Schrock, K. (2011, March 5). Bloomin’ Apps. Kathy Schrock’s Guide to Everything.
