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TOPIC: Frameworks for Technology-Driven Teaching and Learning

TPACK and SAMR (have been already beed discussed by Mam Remelyn)
Now, allow me to discuss the other two frameworks, the Bloom’s Digital Taxonomy and ASSURE.

The Bloom’s Digital Taxonomy

 We are all familiars with Bloom’s Taxonomy, a model that classifies different levels of human cognition
and thinking, learning, and understanding.

 Most educators have likely used this taxonomy to guide the development of curriculum, assessments, and
instructional strategies but how is this model affected in the new age of digital technology and how might it
influence the teachers’ instructional design?
Let’s take a step back!

 Bloom’s Taxonomy is a hierarchical model that categorizes learning objectives into varying levels of
complexity.

 It was created in the 1956s by educational psychologist Benjamin Bloom and its collaborators Max
Englehart, Edward Furst, Walter Hill, and David Krathwohl.

 The framework consisted of six major categories: Knowledge, Comprehension, Application, Analysis,
Synthesis, and Evaluation.
( wherein) the three lower levels (knowledge, comprehension, and application) are more basic levels of cognition
which are also called lower thinking skills. ( which would normally include concrete thinking, memorization and
understanding.)
The three upper levels (analysis, synthesis, and evaluation) referred to as high order thinking skills. Which include
abstract, critical metacognitive, and creative thinking).

 Knowledge “involves the recall of specifics and universals, the recall of methods and processes, or the recall of
pattern, structure, or setting.”
 Comprehension “refers to a type of understanding or apprehension such that the individual knows what is being
communicated and can make use of the material or idea being communicated without necessarily relating it to
other material or seeing its fullest implications.”
 Application refers to the “use of abstractions in particular and concrete situations.”
 Analysis represents the “breakdown of a communication into its constituent elements or parts such that the
relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit.”
 Synthesis involves the “putting together of elements and parts so as to form a whole.”
 Evaluation engenders “judgments about the value of material and methods for given purposes.”

Bloom’s taxonomy follows the thinking process, It is a continuum from lower thinking skills to High Order
Thinking Skills.
Revised Blooms Taxonomy

 So going back, In the 1990s, Bloom’s taxonomy was updated by David Krathwohl, one of the original
authors, and Lorin Anderson a former student of Bloom. The revised version was published in 2001.
To make the model relevant to 21st-century learning, one of their main changes was updating the nouns
associated with each level to action-oriented verbs.
This differentiation positions thinking as an action-based process //rather than one of passive acquisition,//
for instance, knowledge was replaced with remember,// analysis was changed to analyze, //and so on. They also
reordered the last two higher levels, evaluation which was previously at the top was moved down, and synthesis was
changed to creating and was moved to the top.
With this framing, educators have several different verbs for each level. Show diagram on slide 4

Bloom’s Digital Taxonomy

 In 2008, Andrew Churches created a version called Bloom’s Digital Taxonomy

 It’s an extension of the original taxonomy and creates a hierarchy of learning activities in a digital
environment. as technology becomes a more ingrained and essential part of learning.

 Bloom Digital Taxonomy realizes the need for a technologically enhanced learning approach and how to
use digital technology to facilitate the teaching and learning process.

 it also starts with Remembering and ends with Creating.

Like the revised version, Bloom’s Digital Taxonomy model also offers lists of verbs, verbs that address forms of
learning and creating that reflect the digital age. Which are also known as “digital verbs”.
(Let’s take a look at creating,
in which learners are designing inventing, or constructing a piece of work that shows what they know. One could
add new digital verbs to creating like blogging, podcasting, and filming
These verbs refer to possible learning activities that incorporate digital technologies in which learners are
creating..
Play Word Wall: For Remembering
As teachers, we integrate apps and websites that can help our students remember, analyze, evaluate, create, and so
on. For kindergarten classes, I would normally use online games as part of remembering. (word wall, Youtube
videos)PLAY A VIDEO OF SPEAKING TEST.
There are tools that help students analyze like reading charts, graphs, or mind maps ,
Digital Tools that allow students to to create like blog, animation, podcast, so on.

SHOW THE DIFFEREN APPS FOR EACH LEVEL . for examples, for creating, the learners can use canva for
creating a presentation for a report, or use google for searching and remembering.
It is important to remember, the focus should not necessarily be on the tools themselves but on how the tools can be
vehicles in transforming student thinking at different levels .
So as we integrate technology into our teaching,
we must ask ourselves, how can the tools we use support different cognitive levels, which tools help us
address lower-order thinking skills? And which tools can help challenge students higher order thinking skills,
Each of these frameworks, models, and matrices help guide teachers in designing instruction that is beneficial
and engaging to their learners. Now more than ever, the focus on high-quality technology-rich instruction is
essential for increased student engagement and improved student performance.

The ASSURE model is an Instructional Systems Design (ISD), intended to help teachers utilize technology and
media in the classroom.

 It is an instructional guideline that teachers can use to develop lesson plans which integrate the use of
technology and media.

 The ASSURE Model has six steps. Each is represented by a letter in an acronym title.
The ASSURE acronyms stand for these important phases.
Analyze Learners/ State Objectives/ Select Methods, Media and Materials/
Utilize Methods,Media and Materials/ Require Learner Participation, and Evaluate and Revise

Now lets us discuss each of stages of the model:

First , Analyse Learners: The first step in the process is to find out the characteristics of the the learners.
It is very important to analyze the learners so that they can be considered in developing learning goals.
We can analyze our learners in terms of their :

 Demographics - Starting out by learning general demographic information about your learners .
(explain the diagram on the slide )

 specific entry competencies (know the learners’ prior knowledge, skills, and attitudes about the topic),

 and learning styles (are they visual learners? Auditory? Interpersonal learners? And so on )
Learning style can also depend on the type of intelligence they have or any physiological factors which might
include how they feel, do they feel comfortable in the classroom. their physical health, and their levels of fatigue at
the time of learning, , or the quality of the food and drink they have consumed, etc.

Once the teacher has already analyzed his learners, the next step is to State the Objectives.

- State Objectives
Learning objectives, sometimes referred to as learning outcomes are the statements that clearly describe
what students are expected to achieve as a result of instruction.
It is also sometimes refers to what the learner will do as a result of instruction.

Well-written learning objectives can be:

A compass for instructors: for they will serve as a guide in the design of assessment plans, selection of
content/activities/teaching strategies/technologies, and make sure all critical course components are
aligned to support student learning.

A map for students: for them to see a clear picture of where the course is taking them and what is
expected to be successful in the course.

The following are the 4 components of Learning Objectives, which are also represented by letters (ABCD)
 ABCDs Criteria

Audience For whom is the objective intended? The learner is the

focus of the objectives. Learning objectives should be
student-centered, describing what the students should
be able to accomplish as a result of instruction.
Behavior What is the behavior of performance to be
demonstrated? This refers to the actions or abilities of
the learner that the intended learning has occurred.
*Condition What are the conditions under which the behavior or
performance will be observed?This refers to a scenario
as to whether the learning is to be demonstrated under
specific conditions
*Degree To what degree will the knowledge or skill be mastered?
It refers to an expectation as learning is to be
demonstrated with a certain standard, degree of
accuracy, or specified quality.

Now, I have here some examples of learning objectives, can you identify the ABCD components ?
Simple Objective:
Learners will describe the benefits of diuretic drugs. ( 2 components – Audience and Behavior) Complex
Objective: Learners will identify the major muscles of the thigh with 100% accuracy when provided with a
diagram.

Once we have developed our learning objectives, it is important to check and ensure that they are all SMART.
Here is what the SMART objective looks like:

S- for Specific M-Measurable A-Achievable R-elevant T-ime Bound

It is very Objectives must What we don’t The learning Lastly, the
important that be measurable want to do is to objective must objective must
learning so the teachers set our students be relevant to be time bound
objectives are know if the to failure, the student’s
specific. students are We don’t give academic When setting
actually algerbra to success and time-bound
The objectives learning, normal 3rd- relevant to objectives, make
should be -Objectives can grade students. previous and sure
Well-defined to be evaluated. future lessons.
students ( as to whether it -Be sure the -there is enough
-observable to is reached or students are Objectives must time
the teachers not) academically -prepare the -assigned date
-Who What ready for the students for for completion
When Where objective standardized
Why of the testing
lesson -Relate to
Larger Ideas
and
Build on Prior
Knowledge
Classification of Objectives
An objective may be classified according to the primary type of learning outcome at which it is aimed.
Although there is a range of opinion on the best way to describe and organize types of learning, three categories
(or domains), of learning are widely accepted: cognitive skills, affective skills and motor skills. To these we add
a fourth, interpersonal skills, because of the importance of such skills in teamwork. Objectives are not intended
to limit what a student learns but rather to provide a minimum level of expected achievement.

Third, Select METHOD, MEDIA and MATERIALS

After the objectives have been formulated, the most effective and appropriate method to be used in delivering
the lesson will be selected.
At this step, the TEACHER should connect the audience to the objectives. The teacher must select.
• INSTRUCTIONAL METHOD- are used to create the learning environment and specify the nature of
the activity in which the teacher – and learners will be involved during the lesson.
The teacher must select the most appropriate instructional method to meet the objectives.
MEDIA – in teaching and learning perspective refers to delivering content the learners ro achieve effective
instruction. Media could be text, images, video, audio, and computer multimedia. The teacher must select
media that would be best suited to work with the students.
• MATERIALS Refer to anything which is used by teachers or learners to facilitate learning of language.
( Materials could be printed exercises, software programs, CDs, pprojectors TV, etc.
• The teacher must select materials that can help the students achieve and master the objectives.

Third, UTILIZE METHOD, MEDIA and MATERIALS

Now it is time ,to execute the lesson and use the selected method, media and materials.
To get maximum learning impact from your presentation or execution, a teacher must follow certain utilization
procedures

 Preview the Materials. Never use anything in the class you have not checked thoroughly.
 Prepare the material. Make sure you have everything you need and it all works.
 Prepare the environment. Set up the classroom accordingly,
 Prepare the Learners. Give the student an overview, explain how they can take the info and use it and
they will be evaluated
 Provide the Learning Experience. Teaching is simply high theatre. Showmanship is a part of the
teacher’s job. Teacher should be able to direct attention in the classroom.Teaching and learning should
be an experience and not an ordeal.
5th, REQUIRE LEARNER PARTICIPATION
The fifth step in the ASSURE model is to provide opportunities for the learners to practice the capability being
taught.
Students learn best when they are actively involved in the learning experience. Students need to be
encouraged to participate in any discussion or activiyy.
To maximize students’ participation
- Provide collaborative activities or small activities
- Give each student an opportunity to share knowledge of the topic and the work
- Evaluate student’s performances and provide feedback

EVALUATE AND REVISE

The final step of the ASSURE Is just as crucial as the others.
- Evaluate students’ performance
- Evaluate media and materials effectiveness
- Evaluate instructor performance
- Revision ( if the learning objective are not meant, it is important to revise the plan, the teacher
must figure out whether he missed something during the learning analysis, or when he was
formulating the objectives, or when he was selecting or utilizing the media and materials,

“ You are not a bad teacher of a lesson does not work. You are a bad teacher if you don’t reflect upon your
lessons and work on revising elements of the lesson until your students become successful learners.”