I have been teaching for many years. In fact, one of my earliest presentations was on “Using Print Shop at All Levels of Bloom” (the original Print Shop). Therefore, whenever I see the listings that supposedly say what Web 2.0 tools works at what level of Bloom’s taxonomy, I become very confused. A few of the many such listings are:
http://www.usi.edu/distance/bloom%20pyramid.jpg,
http://tsheko.files.wordpress.com/2009/03/visualblooms1.jpg?w=500&h=359,
http://www.bcps.org/offices/lis/Reference/images/web_2_Bloom.jpg, and
http://edtech2.boisestate.edu/candacemcenespy/Images/vectormap.gif
There is only a very slight overlap among the listing; each usually puts the same Web 2.0 tools at different thinking levels.
Let’s look at Google docs which a few sites place at the lowest level of Bloom, Remember/Knowledge. Google docs can be used to help students recall information. However, it can just as easily be used to paraphrase the information (from the original Shakespeare to modern day texting messages), to apply/use information (How does Pareto’s 20/80 rule apply to this story? ), to analyzing/contrasting (How are these two poems the same? Different?), to evaluating (Which literature that we have read this year best expresses man’s inhumanity to man? Why?), and synthesize/creating (Write a short story in which you mock some modern day thinking or organization.)
Teachers determine how any Web 2.0 tool is used. They determine at what Bloom’s level they will use the Web 2.0 tool. If they want their students to be bigger thinkers, they will use the higher levels of Bloom. If the teachers want their students to remain in small thinking, they will use the lower levels.
The choice of what level to use any Web 2.0 is up to the teacher. At what level do you use each Web 2.0 tools? Do you consciously build up Bloom’s taxonomy with each different technology you use during a unit?
cross-posted at http://eduwithtechn.wordpress.com
Harry Grover Tuttle is a technology integration teacher and a district wide coordinator of technology at Onondaga Community College. He is also the author of several books on formative assessment.
