My personal pedagogical position when considering the use of digital technologies in the Science Classroom is that they can be positively integrated into a range of lessons. I believe that a ‘pedagogy-first’ where curriculum and learning outcomes determine what and how ICT is used.

Building on this ‘pedagogy first’ approach, the SAMR model also provides a useful framework for evaluating ICT purpose within the classroom.

Blooms Digital Taxonomy continues on with this ‘pedagogy first’ approach in digitally-assisted learning. It provides a framework for intentionally designing the learning tasks to promote higher-order thinking (Churches 2008). Achieving this by emphasising the cognitive processes in which students are required to engage in.