BLOOM’S

DIGITAL
TAXONOMY
GANDES ANDRYANTI M
DIBI - 46
THE PURPOSE
The purpose of Bloom’s Digital Taxonomy is to
inform instructors of how to use technology and
digital tools to facilitate student learning experiences
and outcomes. It aims, to expand on the skills
associated with each level as technology becomes a
more ingrained important part of learning. The focus
should not be on the tools themselves, but rather on
how the tools can act as vehicles for transforming
student thinking at different levels
Anderson and Krathwohl's taxonomy – Remembering
Remembering: Retrieving, recalling or recognizing knowledge from memory.
Remembering is when memory is used to produce definitions, facts or lists, or recite or
retrieve material.
 Remembering 

 To recall facts, basic concepts, or retrieval of material.  

Tools – Bookmarking, copying, googling, bullet-pointing, highlighting, group networking,
searching
Possible Activities : Quiz Test, Flashcard, Definition, Facts, Worksheet BookS, Basic Searches
Anderson and Krathwohl's taxonomy – Understanding
Understanding: Constructing meaning from different types of function be
they written
or graphic.
Understanding – To explain ideas, concepts, or construct meaning from
written material or graphics.  Tools – Advanced searching, annotating, blog
journaling, tweeting, tagging, commenting, subscribing.
Possible Activities : Recitation, Summary, Collection, Explanation, Show and
Tell, List, Label, Outline, Categorising and tagging, Blog Journaling,
Subscribing.
 Anderson and Krathwohl's taxonomy – Applying
Applying: Carrying out or using a procedure through executing or
implementing.
Applying related and refers to situations where learned material is used
through products like models, presentation, interviews and simulations.
 Applying – To use information in new situations such as models,
diagrams, or presentations.  Tools – Calculating, Charting, editing,
hacking, presenting, uploading, operating, sharing with a group.
 Possible activities : Illustration, Simulation, Demonstration,
Presentation, Interview, Performance, Editing, Playing (online games).
 Anderson and Krathwohl's taxonomy – Analysing
Analysing: Breaking material or concepts into parts, determining how the
parts relate
or interrelate to one another or to an overall structure or purpose. Mental
actions include differentiating, organizing and attributing as well as being
able to distinguish between components.
Analyzing – To draw connections among ideas, concepts, or determining
how each part interrelate to an overall structure or purpose.
 Tools – Mashing, mind mapping, surveying, linking, validating.
Posible Activities :
Survey, Database, Relationship mind maps, Report, Graph, Spreadsheet,
Checklist, Chart
 Anderson and Krathwohl's taxonomy – Evaluating
Evaluating: Making judgements based on criteria and standards through
checking and
critiquing.
Evaluating – To justify a stand or decision; to make judgements based on
criteria and standards through checking and critiquing.  Tools – Grading,
networking, rating, testing, reflecting, reviewing, blog commenting,
posting, moderating.
Possible Activities: Debate, Collaboration, Report, Evaluation, Verdict,
Conclusion, Persuasive Speech, Commenting, Moderating, Networking.
 Anderson and Krathwohl's taxonomy – Creating
Creating: Putting the elements together to form a coherent or functional
whole;
reorganizing elements into a new pattern or structure through generating,
planning or
producing.
Creating –To produce new or original work.  Tools – Animating,
blogging, filming, podcasting, publishing, simulating, wiki building,
video blogging, programming, directing
Possible Activities: Film, Presentation, Story, Programing, Project,
Blogging, Advertisement, Painting
 CONCLUSION
 Connecting characteristics of Bloom’s Taxonomy that revised by Anderson and

Krathwohl is necessary for creating online learning activities. They are focused within
the cognitive domain. As a teacher, these are in line with our students’ needs, but they are
not address the contains of activities in classroom. Bloom’s Digital Taxonomy helps us
navigate through large of number digital tools and make choices based on the kinds of
learning experiences we want students to engage in. Selecting the most appropriate
digital activity will depend on the activity’s level of difficulty tied to the cognitive levels
stated within Bloom’s Revised Taxonomy. In this way, we can begin to find out
differences that will help instructors apply the right tool to the right learning goals.”